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September Issue Will be a "Spelling and Language" Special
NORTH CAROLINA y^
EDUCATIOi
A Journal of Education, Rural Progress
and Civic Betterment
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Vol. XVI. No. 10 RALEIGH, N. C, JUNE, 1922 Price : $1.50 a Year
Lowest Club Rate Now $1.25
Owing to tlie greatly increased costs of printing and mailing Xoeth Caeolixa Educatiox,
tlie publisher is impelled to advance the lowest clubbing rate from $1.00 to $1.25 a year. Within
less than eighteen months, our printing costs have increased fifty per cent, the cost of mailing
has doubled, the rate of postage has been increased by the goverimient, and there has been a stiff
advance in office rents. While these costs were m.ounting steadily upward, the one dollar rate was
allowed to stand, but it was at an embarrassing financial sacrifice borne by the publisher himself
solely and alone. Unwilling to believe that the teachers of !N"orth Carolina wish him to print their
journal at such a sacrifice, he makes this moderate increase in the clubbing rate with full confi-dence
that such necessary action will meet their approval and receive in undiminished degree their
cordial support. The regular price for single subscriptions remains at $1.50 a year. The rate for
clubs of two to four is $1.40 each; for ten or more, $1.25 each.
September a "Spelling and Language" Number
It is planned to publish next year several special numbers of iSToHTH Caeolixa Educatiox. The
series will begin with the September issue, which will be a special "Spelling and Language" num-ber.
Linking up with the State-wide spelling contest mentioned by Mr. Latham in this June num-ber,
it will be replete with articles, hints, methods, and devices for producing practical results in
teaching spelling and language. By all means, send your renewal or subscription in time to
receive this September number. And may this be the most delightful, the most refreshing, and
the most profitable vacation you have ever enjoyed. Faithfully yours,
W. F. Marshall, Publisher.
Contents of This Number
SPECIAL ARTICLES page
Don't Forget These Four Things, Miriam
McFadyen 4
,
Durham County Program of Administration
and Supervision, Matilda 0. Michaels and
John W. Can: Jr 8
Get These Two Books 11
Important Articles in Recent Numbers 11
List of Summer Schools tor White Teachers,
A. T. Allen 3
Plan of Teacher Training in High Schools,
A. T. Allen 4
State-wide Spelling Contest, R. H. Latham 3
Teaching History and Civics: in Conclusion,
Win. T. Laprade 10
The Johnson Boy and the Farm School, Roy
H. Thomas 5
To County and City Superintendents, E. C.
Brooks 7
EDITORLUi PAGE
Loans from the $5,000,000 Building Fund 13
Not Yet _ 12
Pith and Paragraph 12
Professional Status of the State Board of
Education 13
Reading Circle Work for 1922-23 12
Revised Classification of Colleges 12
DEPARTMENTS
Advertising 2 and 15-24
Editorial 12-13
News and Comment About Books 14
State School News 15
MISCELLAXEOUS
Eliot and Edison : 9
The Thing that Counts, Henry Ford _ 11
Work,,.ff07irK'--F6ffl4-4--^.:.'.--l..^i^;:.».4.._4-i4 ; W',
NORTH CAROLINA EDUCATION [June, 1922
For JUNE INTELLIGENCE SURVEY use
The Myers Mental Measure
It Gives Every Child a Chance
It is Written in a Universal Language
It is a Single Continuous Scale for All Grades and Ages
TV/n? A QTTX>T"Mr< TV/TTXTTkC! . an examiner's manual to accompany
iViiiiAfe U KiJN Lr MiJN Db. the myers mental measure
By CAROLINE E. MYERS and GARRY C. MYERS, Ph.D.
Head of Department of Psychology, Cleveland School of Education
PUBLISHED MAY, 1922
By the same authors
Form 2 of THE MYERS MENTAL MEASURE
To Alternate with the First Form
A PANTOMIME GROUP INTELLIGENCE TEST
All Pictures—Given AVithout Language
Designed for kindergarten to Grade Six in districts where there are many foreign children. Also for
foreign-speaking adults in schools or factories. No knowledge of spoken English is necessary.
Newson & Company, Publishers
623 So. Wabash Ave., Chicago, 111.
23 So. Wabash Ave., Chicago, 111.
North Carolina Education
Vol. XVI. No. 10 RALEIGH, N. C, JUNE, 1922 Price: $1.50 a Year
COUNTY SUMMER SCHOOLS FOR WHITE TEACHERS FOR 1922
Sixty-four counties in North. Carolina will hold fifty-three
summer schools for white teachers this summer.
The smaller number of schools as compared with the
number of counties listed is due to the joint schools
in which two or more counties participate. The sub-joined
list shows in their order (1) the name of the
county, (2) place where the summer school will be
held, (3) name of the director, and (4) the date of
opening. In a few cases the date or some other detail
is omitted, for the reason that the information was
not at hand when the list was given to the printers.
Alexander—Taylorsville, Horace Sisk, July 10.
Anson—Wadesboro. June 5.
Ashe—West Jefferson, J. A. Abernethy, May 24.
Beaufort—Washington, May 29.
Brunsioick—Southport, Shepard Bryan, June 19.
BuncoTnhe—Asheville, June 13.
Burke—Morganton, H. F. Srygley, June 15.
Cabarrus—Concord, July 17.
Casicell—Yanceyville, C. M. Ramsey.
Catawba—Newton, M. S. Beam.
Chatham—Bonlee, E. R. Franklin, June 19.
Cherokee—Murphy, Mrs. M. A. Witherspoon, June 5.
Clay—Hayesville, June 19.
Cleveland—Shelby, J. H. Grigg, July 17.
Columbus—Chadbourn, Hester Struthers, June 19.
Dare—Manteo, June 14.
Davidson—Lexington, A. V. Nolan, May 29.
Duplin—Kenansvllle, James S. Moore, June 5.
Forsyth—Winston-Salem, Cordelia Camp, May 29.
Graham—Robbinsville, June 19.
Guilford—Greensboro, J. H. Cook, June 14.
Haytvood—Waynesville, Mr. Robinson, June 12.
Hertford—Murfreesboro, June 19.
Bertie.
Gates.
Northampton.
Henderson—Hendersonville, June 8.
Iredell—Statesville, Celeste Henkel, July 17.
Jackson—Cullowhee, R. F. Hough, May 30.
Jones—Trenton, June 12.
Lincoln—July 24.
Macon—Franklin, Laura M. Jones, May 22.
Madison—Marshall, Mr. Blankenshlp, June 19.
Mitchell—Bakersville, Jason B. Deyton, May 8.
Montgomery—Troy, C. Y. Meton, May 22.
Onsloxo—Jacksonville, June 26.
Pamlico—Oriental, June 27.
Pasquotank—Elizabeth City, June 12.
Camden.
Currituck.
Perquimans.
Pender—Burgaw, N. C, June 19.
Person—Roxboro, M. E. Yount, May 29.
Randolph—Ashboro, R. C. Cox, July 17.
Richmond—Rockingham, Kate Finley, June 5.
Rockinghavi—Wentworth, P. H. Gwynn.
Rowan—Salisbury, Katherine Albertson, June 26.
Rutherford—Union Mills, A. C. Lovelace, May 15.
McDowell.
Polk.
Sampson—Salemburg, W. C. Strowd, July 10.
Stanly—Albemarle, J. H. Mclver, June 27 or 28.
Stokes—Danbury, Benj. Smith, July 17.
Surry—Dobson, J. H. Hurst, July 3.
Transylvania—Brevard, C. H. Trowbridge, June 14.
Union—Monroe, Ray Funderburk, July IS.
Wake—Raleigh, J. C. Lockhart, June 13.
Franklin.
Johnston.
Wayne.
Watauga—Boone, Florence Harpham, May 30.
WiZfces—Hays, C. C. Wright, May 29.
YadfcJn—Yadkinville, H. F. Pardue, June 26.
Yancey—Burnsville, C. R. Hubbard, May 22.
APPROVED SUMMER SCHOOLS FOR WHITE
TEACHERS FOR 1922
The following institutions in North Carolina are
scheduled to hold summer schools for white teachers on
the dates and under tlie directors as given
:
Appalachian Training School, No. 1—May 30-July 8, B. B.
Dougherty, Boone. N. C.
Appalachian Training School, No. 2—July 11-August 18,
B. B. Dougherty, Boone, N. C.
Asheville Normal—June 13-July 26, John E. Calfee, Ashe-ville,
N. C.
Cul. Nor. School No. i—May 30-July 8, W. E. Bird, Cul-lowhee,
N. C.
Cul. Nor. School No. 2—July 11-August 18, W. E. Bird,
Cullowhee, N. C.
East Carolina Training College—June 12-August 4, Rob-ert
H. Wright, Greenville, N. C.
N. C. College for Women—June 14-July 25, John H. Cook,
Greensboro, N. C.
State College (A. and E.)—June 13-July 26, Dr. W. A.
Withers, Raleigh, N. C.
Trinity College—June 21-August 3, Holland Holton, Dur-ham,
N. C.
University of N. C.—June 20-August 3, N. W. Walker,
Chapel Hill, N. C.
Lenoir College—June 13-July 25, Q. A. Kuehner, Hickory,
N. C.
Wake Forest College—June 20-August 2, H. T. Hunter,
Wake Forest, N. C.
Out-of-State Institutions Offering Two Summer
School Sessions
George Peabody College for Women, Nashville. Tenn.
University of Tennessee, Knoxville, Tenn.
University of Virginia, University, Va.
Chicago University, Chicago, 111.
STATE SPELLING CONTEST
The Executive Committee of the State Teachers'
Assembly has requested the undersigned to take charge
of the details of the 1922 State Spelling Contest, to be
held during the sessions of the Assembly next Thanks-giving.
Those who expect to enter pupils should send
to me any suggestions that will help to improve the
rules and regulations in force last year. We want to
make the contest worth while and as fair as possible.
Last year we charged $1.50 for each pupil entered.
We did not know that we would have so many children
to enter. It will not be necessary to charge over 50c or
75c per pupil next year.
The receipts and expenditures of the 1921 contest
follow
:
Entry fees of 96 children at $1.50 "each $144.00
Interest 61
$144.61
For 3 Medals _ 31.48
For 3 Pennants 45.00
For Pencils, Paper, etc 6.00
Totals expenditures $ 82.48
Balance on hand $ 62.13
R. H. Latham.
Winston-Salem, N. C, May 17, 1922.
NORTH CAROLINA EDUCATION [June, 1922
PLAN OF TEACHER TRAINING IN HIGH SCHOOLS
By A. T. Allen, State Director of Teacher Training.
Editokial Note.—The following plan for teacher training in high schools has been prepared by Mr. A. T. Allen, and
superintendents interested in it should communicate with him.
Program of Work
One year program of work based on the subjects se-lected
from the elementary curriculum and consisting
of our four types of work, and constituting five forty-five
minute recitation periods daily.
(a) Suhject Matter Courses—Studied for tlieir con-tent,
not for review, but for tlie purpose of
developing a more tliorougli understanding of
these things.
1. History—one-half year.
2. Geography—one-half year.
3. Arithmetic—one-half year.
4. English—one-half year.
(b) Professional Courses.
1. General Pedagogy, or Introduction to Teach-ing.
Consists of defining the different
types of recitation, and how they are ap-plied
to the different subjects.
2. Class Management. Elementary principles
of class management applied to class-room
discipline, school ground management,
plays, games, reports, exercises, children's
clubs, parents' clubs, etc.
c) School Arts, or the Mechanical Side of Teaching.
1. Writing—six weeks.
2. Drawing—six weeks.
3. Public School Music—twelve weeks.
4. Physical Education—six weeks.
5. Industrial Arts—six weeks.
(d) Observation and Practice Teaching—One Period
Every Day.
1. Observation and Conference—six weeks,
2. Group Practice—twelve weeks. Not over
five children in the group.
3. Class Practice—ten weeks.
• 4. Rural Practice—ten weeks.
5. Primary Practice—two weeks.
In addition to the above, there should be a scientifically
planned opening exercise every day, and a conference period
on lesson plans and type of instruction.
Instructors
The instructors in this department should have the
following qualifications
:
(a) Graduate of a normal school, to insure familiar-ity
with the content of the elementary curriculum.
(b) Two years of rural school teaching, to insure a
knowledge of rural school conditions.
(c) Total of five years' exj)erience in teaching to
guarantee special skill in the actual instruction of
children.
(d) Specially certified for this work by the State
Department of Public Instruction, but employed by
the local board of education.
Location
(a) In connection Avith a standard high school of
Class A, that has not fewer than six teachers above
elementary grade.
(b) Located in a jjlace of easy access.
(c) Fed by a large high school population, to insure
continuous attendance, and to insure its being a suc-cess
and not an experiment.
Segregated Room
(a) Room especially fitted up for this work, and
separated entirely from the ordinary discipline and con-trol
of the rest of the school, except in matters of mis-behavior.
(b) Room furnished for this purpose with mimeo-graph,
typewriter, special desks, book shelves, globe,
professional books (200), and materials ordinarily used
in teaching the elementary school curriculum, such as
paper, scissors, paste, etc.
(c) Room to be kept heated on Saturday.
Who Should Attend
(a) Graduates of standard high schools.
(b) People in standard high school with 12 units of
work.
(c) Holders of elementary certificates, Class B.
(d) Graduates of four-year non-standard high
schools.
Certificates to be Awarded
(a) Standard High School Graduation Plus 1 Year
H. S. T. T. Elementary, Class A.
(b) Standard High School with 12 Units Plus 1
Year H. S. T. T. Elementary, Class B.
(c) Holders of Elementai-y Certificates, Class B,
Plus 1 Year H. S. T. T. Elementary, Class A.
(d) Graduates of Non-Standard Four-Year High
Schools (list of schools to be prepared by High School
Inspector), Plus One Year H. S. T. T. Elementary,
Class B.
Maximum and Minimum Number of Pupils
'Not less than 10 and not more than 15.
DON'T FORGET THESE FOUR THINGS
By MrRi.\M McFadyen, East Carolina Teachers' College,
Greenville, N. C.
1. That testing is not teaching. See which you are
doing in your reading and spelling classes.
2. That reading is the ha,sis of promotion in first,
second and third grades. Therefore, come what
may, have two reading lessons a day in those
grades.
3. That to teach you must have the attention of your
cla^s. For one day, grade yourself on this. If
you have the attention of every member of the
class grade yourself 100. If you have the atten-tion
of three-fourths of the class, give yourself
75. So, you see, to barely pass you must have
attention of three-fourths. Are you just passing
or are you doing excellent work?
4. That the school is for the pupil and not the teacher.
So let the pupil do some of the talking.
5. That you can't teach anything you don't Jcnotv your-self.
If you can't work peaceably with the other
teachers, don't try to teach the children not to
fight on the playground.
An early mail service has been arranged at N'orth-western
University, which enables the co-eds to receive
letters before attending their 8 o'clock classes. This
step was introduced to relieve the students of the ten-sion
of waiting through the first hour for news from
home.
June, 1922] NORTH CAROLINA EDUCATION
THE JOHNSON BOY AND THE FARM SCHOOL
By Roy H. Thomas, Supervisor of Agricultural Education for North Carolina
Comfortably seated before a log fire, Mr. Johnson
was reading a copy of Dairy Farming, by Eckles and
Warren.
"Come in," lie greeted. "'Mighty glad you came;
I want to talk with yon about something that has been
worrying mo for several days."
"Farm products not bringing enough to j^ay the cost
of production ?" I asked.
"No, not exactly. Last fall a course in vocational
agriculture was introduced in our school. My boy
Sam, fifteen years of age, enrolled in the course. The
boys are making a special study of animal husbandry
this year, and in order to put into practice the princi-ples
he learns in the classroom, I agreed to let him
have entire responsbility of the care and management
of my herd of fifteen dairy cows. I believe he calls
it his home project.
"One of the first things he did was to place scales
and a sheet, on which he recorded the amount of milk
given by each cow, in the barn. Then he took a sam-ple
of milk from each cow and carried it to the school,
where he found out the butter fat content. Well,
I didn't object to this, but I thought he was doing a
lot of useless work.
"A few weeks later he came home from school and
said, 'Dad, I am going to change the feed of the cows.'
He said that I had not been feeding the proper pro-portion
of each feed and as a result the cows were not
getting a balanced ration. Also, he said that some
cows were not getting enough feed and others were
getting too much. I have been feeding cows for fif-teen
years and I thought I ought to know what to
feed them. But he went ahead and in about six weeks
our milk supply had been increased by one-third."
"Well, that isn't all. Last night he came and said
that he wanted to sell four of the cows. He said they
were "boarders" and that they didn't produce enough
to pay to keep them. I came pretty near telling him
that I would take charge of the herd again. However,
I decided to study over the matter a little. This
morni^ig he left his record book, which contained a
complete record of what each cow had done. Right
there in black and white were the accounts to show
that within the past six months it cost eight dollars
more a mouth to feed and care for the four cows than
the amount received for their milk. I certainly was
surprised for two of the four cows were the best look-ing
ones in the herd."
Pointing to a copy of Dairy Farming lying on a
table, where he had placed it when I walked in, he
said, "Today, I have read this book from cover to cover
and several bulletins on dairying which the boy left.
All the information seems to indicate that the boy is
right."
Looking at his watch, Mr. Johnson said, "A short
course is being given on hogs and dairying at the
school for adult farmers. It is- about time for the
afternoon meeting. Wouldn't you like to go ?"
He continued, "I understand that an expert of the
State Extension Service will give the lecture today.
When he finishes I am going to ask him to come home
with me and look over the situation to see if the boy is
right. But I certainly don't want to sell those cows
;
they are the prettiest in the herd."
We started to the school. When passing the barn
lot he pointed to a purebred Jersey bull, "Our teacher
of agriculture got us interested in improving our herds.
We formed a breeders' association and bought this
bull, which is owned by the farmers of the community.
Next year the forty or fifty calves produced in the
neighborhood will all be either purebred or at least
half Jersey."
This conversation took place two years ago. Last
week I visited the school again. A short course was
in session, and Mr. Johnson was there.
Mr. Johnson greeted me saying, "The boy was right.
We sold not only the four cows but two more, and
replaced them with better producers. We have the
community bull to improve the herd. Sam had charge
of the herd two years. The first year he made $420
more from the same number of cows than I had made
the previous year, and the next year the amount ^vas
raised to $610."
I inquired about Sam. "He entered the State Agri-cultural
College last fall. He is planning to come
back when he graduates and take charge of the farm,
and I am attending the short course to learn how to
keep the herd up to standard until he returns," Mr.
Johnson answered.
Pointing to the agricultural building—I thought
there was a slight tremor in his voice—he continued,
"My prayer for years has been that one of my boys
would take charge of the farm. The agricultural work
was the means of getting him interested in farming
and bringing him back to me."
On this visit I learned something of what the voca-tional
agricultural work of this high school is doing
to train boys and girls for life on the farm, improv-ing
farming conditions and making the community a
better place in which to live.
This school is located in the open country, five miles
from the nearest railroad or village. It is one of the
oldest schools in the county. The enrollment for years
had been about one hundred pupils with twenty in the
high school, and five teachers to do the work. The
buildings were poorly lighted, heated and ventilated,
and not sufficient room. The instruction was con-fined
within the four walls of the schoolroom, unre-lated
to real life. New teachers came on the job,
remained a few months, closed the school and left.
Each year there was a change of teachers; each year
there was the exodus of boys and girls to the cities.
In fact, the school and community was in a rut, and
the old status of ailairs seemed destined, like Tenny-son's
brook, to "go on and on forever."
Not so. Three years ago a meeting was held at the
school to consider the introduction of a department
of vocational agriculture, conducted according to the
provisions of the Smith-Hughes Act, and supervised by
the State Board for Vocational Education. The con-sensus
of the meeting was that the school was not
meeting the needs of the community. The boys and
girls were not interested in farm life and they left home
as soon as they could. Something was wrong. If the
agricultural work could do anything toward preparing
the children for life on the farm and making them
more contented with this life, they wanted it.
The work was started. A young graduate of the
State Agricultural College, who lived in the commun-ity,
was asked to leave his farm and take charge of
the work. One of the first tasks of the teacher was to
make a farm management survey of each farm in the
community. His idea of the course in agriculture was
that the pupils should he taught the things that would
6 NORTH CAROLINA EDUCATION [June, 1922
enable them to farm successfully in that community.
The farm survey gave detailed information concerning
the status of farming; it gave the stronf^ points and
the weak ones of the local system, a reliable diagnosis
which enabled him to know where to strike first.
Then the course of study was based on local needs,
guided and directed by the best methods of procedure
as determined by the State Experiment Station and
the U. S. Department of Agriculture, and reinforced
by the assistance of certain phases of farming. The
farms of the community became the jiiupils' laboratory
and the instruction was composed of the problems of
the farm from the time the pupil entered school until
it closed.
The agricultural dejjartment offered something for
every person in the community. Twenty-two high
school pupils were enrolled in the all-day courses.
Twenty girls had been placed in a special class to re-ceive
instruction on poultry and the care of milk. A
three months short course was in session for adult
farmers. The farmers met twice a week and the in-formation
was confined to three of the farm problems
that needed attention in the community. The teaching
was done by experts from the State Agricultural Ex-tention
Service. These experts remained in the com-munity
several days after the lecture to visit the homes
of the farmers, and to assist with individual problems.
It is interesting to note how the demand for the
short course arose. The previous fall three of the
members of the agricultural class exhibited their hogs
at the district fair, competing with the leading swine
breeders from three counties. The boys won all the
j)remiums. Some time after the fair closed a group
of farmers were discussing the achievement of these
boys. One farmer said : "How did they do it ?" "I'll
tell you," responded another farmer, whose son was a
member of the class, "they fed and managed those hogs
according to instructions received in the classroom."
A third farmer spoke, "If the agricultural work can
help the boys that much we ought to get some benefit
from the same instruction." They all agreed. The
next month the class started.
The women were not neglected. Twenty-five farm
women were meeting once a week to learn the best
methods of raising poultry and growing a home garden.
The agricultural teacher is on the job twelve months
in the year. His efforts in the summer are devoted
mostly to sui:)ervision of the boys' projects and giving
advice and assistance to farmers. Records show that
during the past two years the teacher has served 512
farmers who asked for advice. The following, taken
from a page of the teacher's diary for January, indi-cates
the many and varied community activities
:
Advised the testing of seed ; advised the variety of
corn to jjlaut ; showed two farmers how to prune and
spray orchard ; advised farmers to do early spring
plowing; showed farmer how to vaccinate his hogs;
advised treatment of chickens for the vertigo ; advised
how to prevent gapes in chickens; advised how to pre-pare
soil for planting white potatoes ; advised farmer
to sow spring oats and vetch; advised farmer how to
balance rations for hogs; tested soil for acidity; advised
the sowing of spring oats and vetch ; helped draw plan
for dairy barn; ordered hog cholera serum; advised
variety of white potatoes to plant.
Through the teacher, purebred animals, seeds and
improved machinery have been introduced into the
community, and livestock associations have been
formed. Some of the things introduced in the com-munity
as a result of the work of the teacher are
:
purebred livestock, consisting of 60 cows, 78 hogs, 250
chickens, 40 beef cattle, five bulls; new strains of seed
corn, wheat, cotton and rye; two tractors; motor culti-vator
; and five home electric lighting plants.
On the school grounds there stood two school auto
trucks, the foe that had sounded the death-knell for
five inefficient one-teacher schools. Consolidation and
transportation had been the means of increasing the
• high school enrollment from fifteen to sixty pupils.
When the lecture for adults had ended and the farm-ers
were starting home, the teacher said, "Mr. Turner,
we shall expect you to show the boys how to cull poul-try
tomorrow." Mr. Turner had been a breeder of
jiurebred chickens for ten years, and he was going to
give the boys the benefit of his experience by showing
them what kind of chickens to cull out of the flock.
When asked about the agricultural work, Mr. Turner
said, "We have a good school. A good school for coun-try
people is one that teaches the things that boys and
girls need to know, and one that helps the older peoj)le.
If this agricultural work does nothing more than to
cause the boys to have purebred livestock on their farms
when they engage in farming, it will have served its
purpose. After receiving this instruction on the value
of purebred animals and observing the dift'erence be-tween
the purebred and the "scrub," I don't believe
they are going to be content with anything but the best
animals on their home farms. We hear so much talk
about how to get purebred animals on the farm. Well,
if an agricultural department would be placed within
the reach of every farm boy, I don't think we would
need to bother about that problem any longer, for it
would solve itself."
Here is what one of the pupils has to say, "I am a
boy who could never get interested in the academic
courses of study and I think I am in a class with the
majority of country boys, so far as that is concerned.
I went to school and did just enough work, which was
not much, to get from one grade to another. I real-ized
that I didn't like the studies we had and I was
always willing to risk any kind of change. When the
school put in vocational agriculture I was one of the
first to take up the work. I did not know what I was
getting into, but I do know what I had been iyto. It
was only a short time until I found myself in the midst
of a subject that really had life to it. I am now a
hapjjy school boy in the truest sense of the word. Life
is broader, fuller and more interesting because I have
found something that I love."
What vocational agriculture has done for this com-munity
is typical of what the work is helping other
communities in North Carolina do.
During the year 1919-20, 514 boys and girls in these
schools studied the fundamental princiijles of farming
in the classroom and then put into practice the informa-tion
they gained by growing crops, raising livestock,
caring for the orchards, etc., on their home farms.
The 514 pujjils made from their home projects or
practical work a total income of $77,321.02. The
average income of each pupil was $150.43.
The practical work for this year consisted of the
growing of 665 acres of crops and caring for 3,965
animals. Did the instruction which these pupils re-ceived
enable them to secure larger yields per acre at
less cost than the farmers in their respective com-munities?
Take corn for example. A careful survey
of nine hundred farms, in the communities in which
the schools are located, showed that the average yield
of corn was twenty-six bushels per acre. The agri-cultural
pupils in these communities made an average
June, 1922] NORTH CAROLINA EDUCATION
of sixty-five bushels per acre. As the pupils were
farming under the same natural conditions as their
fathers, this increase is attributed to the use of better
methods. ,
What are some of the things the schools are doing
for the i^eojjle in these communities ? This past win-ter
short or winter courses were held for adult farm-ers.
These schools were in session from two to three
months, meeting from two to five times a week. Four
jiundred and twenty farmers took the work. The in-struction
in each community was centered on one or
two problems which needed attention. Each farmer
attending the course is putting into practice on his
home farm, under the supervision of the teacher of
agriculture, some of the princij)les taught in the
classroom.
A tabulation of the community service activities of
the agricultural teachers for last year shows that they
gave advice and assistance to 1,625 individual farmers.
A total of 321 farmers' meetings were held with a
total attendance of 3,200 people for the purpose of dis-cussing
agricultural problems. Last fall community
fairs were held in twenty-seven of these schools with an
attendance of 49,710 people.
Vocational agriculture is beginning to make the
rural high school what it should be—a school for
country people. It is taking the "shun" out of educa-tion
for hundreds of boys. It is salvaging hundreds
of country boys, who have been wrecked upon the
shoals of our inadequate, unrelated-to-life rural schools,
and it is preparing them for happy and efficient citi-zenship
in the country.
Vocational agriculture shows country people the
inadequacy of the old systems. It is the antidote for
the inefficient rural school whose curriculum is based
upon "the shadows of the shades of learning," and
whose instruction is confined within the four walls of
the schoolroom. The echoes of "How to keep the boys
on the farm" being drowned by the shouts of "I want
to stay" from the boys who are learning that the farm
is a good place on which to live.
TO COUNTY AND CITY SUPERINTENDENTS
By E. C. Brooks, State Superintetiderit Public Instruction.
1. It was foreseen by the Special Session of the Gen-eral
Assembly that the State fund will not be sufficient
to j)ay any jjart of the salaries of County Superin-tendents,
Assistant Superintendents, "Suj^ervisors not
otherwise j'l'ovided for," and principals of elementary
and high schools, for the year 1922-23. Therefore, all
counties not drawing from the Equalizing Fund for
1922-23 must provide in their budgets for this expense,
and superintendents should be guided accordingly in
l)reparing their budgets.
2. The State Equalizing Fund for 1922-23 is the
same as for the year 1921-22, that is, approximately
$850,000. A county that could not qualify to draw
from the Equalizing Fund in 1921-22 will not be
entitled to draw from this fund in 1922-23.
3. The same tax rates legalized or authorized by
the Special Session of the General Assembly of 1921
are the tax rates required to be levied inl922-23 before
counties may draw from the Equalizing Fund. (See
Section 1 of An Act to Validate Tax Rates, Chapter 5,
Special Session, 1921). Counties should not be misled
to believe that 39 cents is the maximum rate, except
for those counties designated by law.
4. Since the tax rates will be approximately the
same and since the Equalizing Fund will be the same,
it is necessary for counties entitled to draw from the
Equalizing Fund to prepare their budgets so as to run
the schools next year on approximately the same
amount of money required for the j)ast year. Many
counties will receive less from the Equalizing Fund
next year when they comply with the provision of
this section. The State salary schedule will be the
same, but in order to pay according to this schedule
the State Board of Education has passed a regula-tion
that the Equalizing Fund for 1922-23 will he
distributed on the following basis
;
Two teachers will be allowed for not less than
thirty-eight pupils in average daily attendance, three
teachers for sixty-five pupils, four teachers for one
hundred pupils, and one additional teacher for every
thirty additional i)^ipils. But if the average attend-ance
in counties not drawing from the Equalizing
Fund shows a higher attendance than thirty-eight for
two teachers, the high average will be taken as a basis.
Therefore, counties should, so far as possible, adopt
an average of forty pupils as a basis for the first two
teachers. This will be safe.
5. By adopting forty pupils as a basis for the
first two teachers a great saving will be effected and
we shall have surplus enough, perhaps, to pay that
part of the salaries of superintendents, principals,
and sui")ervisors, for 1921-22, as authorized by law,
and I am authorized by the State Board of Education
to say to the counties that the surplus will be applied
to these purposes.
6. In providing for high school instruction in the
future it will not be wise for superintendents to plan
for two high schools in the same townshijDS or two high
schools within about five miles of each other, unless
the number of pujjils in each is gi'eat enough to justify
a standard high school of the highest class in each.
The cost of multiplying small high schools located close
together is too great. Superintendents can transfer
high school jjupils from -schools within a radius of five
miles and more, reduce the cost of running the school,
and provide better high school instruction. While this
does not apply to counties not drawing from the Equal-izing
Fund but only to those expecting aid from the
State, it would he wise for all counties to follow this
rule at this time when we are at the beginning of build-ing
rural high schools. If the counties persist in
locating small high schools close together with high-salaried
principals, it may be necessary for the State
to estimate the number of teachers required to give
proper high school instruction to all high school pupils
of a township or of a given area and allow salaries
from the Equalizing Fund for only one principal,
and a sufficient number of teachers based on the number
of high school pupils enrolled. This will not affect
many counties at present but it will be a guide to
county superintendents in building high schools for
the future.
Life, as I see it, is not a location, but a journey.
Even the man who most feels himself "settled" is not
settled—he is probably sagging back. Everything is in
flux, and was intended to be. Life flows. We may live
at the same number of the street, but it is never the
same man who lives there.
—
Henry Ford, in McC'lure's
Magazine for May.
NORTH CAROLINA EDUCATION [June, 1922
THE DURHAM COUNTY PROGRAM OF ADMINISTRATION AND
SUPERVISION
By Miss Matilda 0. Michaels, Elementary Supervisor
and
John W. Cakr, Jr., County Superintendent of Schools.
There are in the county system of schools twenty-nihe
white schools. In working for more eifective supervi-sion
of the Durham County schools twenty-sis of the
typically rural schools have been arranged into eight
group centers. The wisdom of this plan is evident
when you consider that if one day is spent at each
school, it takes more than five school weeks to visit
these schools.
A group center school has been chosen usually be-cause
it is the largest school in a given vicinity, it has
desirable location, and is imbued with a progressive
sjjirit. These schools are the models for the surround-ing
smaller schools, and concentrated effort is jjvit
forth to make them shining examples both in equip-ment
and methods of instruction. During the fall
term a day was set aside for demonstration teaching in
these schools. The smaller schools were closed, and
the teachers came into these larger schools to observe
the teaching of recitations prepared according to the
best pedagogical methods. "While the teachers of the
group center schools have been studying and planning
their work for demonstration lessons, the visiting
teachers have not been idle. They have been assigned
definite work in various reference books found in the
supervisory library of Durham County in order to be
able to discuss intelligently the work observed. In the
morning hours the responsibility for the success of the
meeting was in the hands of the home teachers; in the
afternoon conference which followed the demonstration
teaching, the tables were turned and the visiting teach-ers
jjlayed their part in leading the discussions. As a
result of these conferences teachers have been strength-ened,
and a livelier interest aroused in methods of
teaching.
The goal of supiervision has been to develop) a higher
degree of skill in teaching, but special em.phasis has
been j)laced upon the teaching of arithmetic and read-ing
since these are the tool subjects. Then, too, the
results of the educational tests and measurements given
in 1920-1931 showed that better methods of teaching
both reading and arithmetic were imperative if the
county standard was to be raised.
The first step taken for the improvement of teaching
reading beyond the improvement of the mechanics of
reading has been to get more joy out of a lesson, to
give a better social setting by forming voluntary read-ing
groups in which the pupils enjoy hearing one
another read and tell stories.
To encourage appreciation of the beautiful in litera-ture
and to inspire a greater need and desire to read,
"Children's Literature" was selected for use and pro-fessional
study among the teachers.
In the teachers' meetings the teachers have taught
poems, told and dramatized stories as they would to
their classes. They have been encouraged to use this
book daily in their classes.
To encourage more independent and silent reading
among the pupils credit has been given for outside
reading, provided that the pupils have satisfied the
teachers that they have read and enjoyed these books.
In the primary grades the required number of books for
credit is five; in the grammar grades, eight; and the
high school, ten. As a reward for having read these
books Reading Certificates have been given at the
group center commencciuents to those who have met the
requirements.
This reading campaign in the schools has been a
decided success. Each white school in the county has
at some time had State and county aid in securing^ a
library, but the present supply of books was found to
be inadequate. Fifteen schools have raised funds
enough to supplement their original libraries. The
other schools have obtained books from the Durham
Public Library. Reading of these books has not been
confined to the piupils, but when carried into the homes,
the parents of the children have read them also. A
partial report on the number of books read by piipils
alone show that 9,337 books have been read. To date
665 reading certificates have been given at the group
center commencements. This does not include certifi-cates
to be given in May at the closing of the suburban
schools.
As a part of this campaign a •\\'ider range of reading
and a greater desire to read has been created by having
in the schools more than one set of readers. In this
way, too, sujjplementary reading relating to school work
is being introduced, and the isolation and lack of books
so often found in rural homes are being overcome. The
noticeable result of this campaign has been shown by
the scores made in the reading tests which were given
recently. Those schools which have emphasized this
outside reading have more than doubled their scores in
rate and comprehension.
In the group center schools Studebaker Practice Sets
have been placed for more effective drill work in
arithmetic. In teaching arithmetic the object has been
to see that the pupils gain a correct number concept,
to establish right habits of work, .speed, and accuracy
with the four fundamentals; then to apply this knowl-edge
in useful, practical and vital problems. The re-sults
of the spring tests in arithmetic show that this
emphasis has been decidedly worth while.
The significant features of the supervisory program
may be summarized in the words "a campaign for the
improvement of reading and arithmetic teaching in the
schools." Practically all supervisory work has been
concentrated on this aim. At the group center meet-ings
demonstrations in teaching reading and arithmetic
were given ; in the assignments for the conferences fol-lowing
each demonstration the same thing was empha-sized
; the professional study was made to fit -in with
the main aim ; educational tests and measurements were
used in the fall to show the necessity for improvements
in arithmetic and reading ; the tests in the spring have
been used to measure the progress which has been
made; very extensive reading on the part of the chil-dren
has been encouraged by giving certificates of dis-tinction
; drill work on the fundamental processes in
arithmetic has been emphasized through the use of the
Studebaker Practice Sets; and the desirability of using
practical arithmetic problems to supplement and sup-plant
those give in the book has been emphasized in
circular letters; good problems that can be used as
supplementary material have been mimeographed and
sent to the teachers. By attempting impirovement in
teaching or reading and arithmetic more has been
June, 1922] NORTH CAROLINA EDUCATION
accomplished tlian if tlie reform of the whole curricu-lum
liad been attempted.
The purpose of the group center meetings held in
the fall was to raise the standard in teaching and to
show the teachers of the smaller scliools the advantages
of school consolidation. The program of the spring
has been a continuation of these ideas with the broader
aim of increasing community interest in the schools
through the group center commencements.
For conducting these rallies the eight groiip center
schools have been hosts to the children, teachers, and
patrons of their own immediate vicinity and the
neighboring community.- The first part of the school
day has been set aside for the observation of the
regular school work by the patrons. A speaker has
been secured to bring to the people a message which
woidd further the cause of education. A picnic dinner
has been served on the grounds, and the people of
nearby conununities have renewed and made ties of
friendship.
In the afternoon the contests, the preliminaries for
the county commencement, have been held. These
contests have all been an outgrowth of the regular
school work and have consisted of an arithmetic con-test,
a spelling match, a reading contest, a story-telling
contest, and a singing contest.
In the arithmetic contest the most accurate and rapid
workers in the four fundamentals have been chosen to
represent their schools. These selected pupils then com-peted
with one another to determine who could make
the highest score in accuracy and rate of work. The
denomination of these scores depend upon the number
working. If there are six workers, the accuracy score
for each example will always be six and the rate score
will range from six to one, the highest score of six
being given to the first to finish, the next score of five
to the second one finishing, and so on to the last one
who gets a score of one. The scores in both rate and
accuracy are then added and the contestant making the
highest total score is the winner of the contest.
In the spelling match each school is entitled to two
spellers for each teacher it has. This match continues
for fifteen minutes, and all children who are standing
at the close of the match are entitled to take part in
a match at county commencement.
Throughout the year silent reading has been empha-sized
; but in order that it may not be overemphasized,
an oral reading contest is given a place on the group
center commencement program. Each school is allowed
one contestant who may read any selection from the
reading material of his grade not to exceed three min-utes
in length. The contestant who most naturally
brings out the thought and feeling of the selection he
attempts has been chosen to represent his group center
in the county commencement.
The stories in the primary story-telling contest have
been selected from the reading books or stories used
during the year.
The singing contest consists of selections taken from
the song books adopted in the county. Each school
may have from twelve to twenty-four representatives.
Instrumental accompaniment is permitted, but as some
of the schools are without musical instruments, only
the singing has been considered in choosing the winner.
Athletic contests such as pole vaulting, jumping and
racing have been held. A play period for both the boys
and girls has been arranged. Such games as "Fox and
G-eese," "Dodge Ball," and "Potato Eace," have been
used.
The group center commencements have not only
served as preliminaries for the county commencement
but have served to develop a deeper interest in ediica-tion
and a wider community spirit. Thus the con-tests
of the county commencement were an outgrowth
of the group center commencements. The larger schools
as East Durham, West Durham, Lakcwood, and Lowe's
Grive, did not compete in the reading and story-telling
contests, but contested among themselves in a recitation
and dramatization contest. Athletic contestants chosen
at the group center rallies competed as groups against
these larger schools. This gave the smaller schools a
fair chance with the larger ones. Suitable prizes pro-vided
by the Durham County Teachers' Association
were given for each contest. The athletic jJennant was
won last year by West Durham. This same jsennant
was awarded to the school winning at the county com-mencement
and shall finally belong to the school win-ning
three consecutive times. The county commence-ment
stands out as a red letter day in the year's work.
It means that the schools of the county are brought to-gether
as a unit. It means also that they are swing-ing
into a greater day educationally.
The significant features of the Durham County pro-gram
of supervision and administration are: (1) the
campaign jjlan for improving teaching through the fo-cusing
of all supervisory agencies on the better teaching
of arithmetic and reading. The group center teachers'
meetings, the reading circle work, the use of tests and
measurements, and the group center commencements
all contributed a part to the main aim of our sujjer-visory
program; (2) the use of the grouj) center com-mencements
as preliminaries for a county commence-ment
with the purpose of unifying the county for
educational progress; (3) the iise in the commence-ments
of contests which are closely connected with
the actual work of the schoolroom.
For the final commencement the buildings and
grounds of Trinity College were placed at the disposal
of the county authorities. The enthusiastic rally which
was held there made the people of the county realize
that their school system is a large and important insti-tution;
it increased the interest of the j^eople in their
schools.
No one jDerson can claim the credit for the execu-tion
of the Durham County plan. It originated in
the mind of the former county superintendent, it was
expanded and carried out through the cooperative
efl'orts of the entire teaching force. Without the loy-alty
and enthusiasm of the principals and teachers of
the schools, the whole jA&n would have been a dismal
failure.
ELIOT AND EDISON
Dr. Charles W. Eliot, president emeritus of Har-vard
University, celebrated his eighty-eighth birthday
by doing his regular day's work. Edison, seventy-five,
confessed somewhat shyly to being a few minutes late
for office because his family was "celebrating."
Two men, both long past the age when most men
are useful, continue to live and work and make the
world better. How do they do it? A stagnant pool
is one into which no water flows^ from which no water
runs. A fresh, clear pool is one into which water runs
and from which water constantly flows. Edison and
Eliot have minds through which thought, ideas, pic-tures,
conceptions constanly flow. To stay young, read,
think, educate your brain. You will never be an Edi-son
or an Eliot, probably, but you will be of use, and
live long enough to make that use count in proportion
to what you know, what you learn, to what purpose
you use your brain.
—
Capital News Service.
10 NORTH CAROLINA EDUCATION [June, 1922
TEACHING HISTORY AND CIVICS: IN CONCLUSION
By Wm. T. L.\pkade, Department of History, Trinity College. Durham, N. G.
"We have attempted to cover in the monthly articles
this year the problemLS of plaiaiing the work for a
course in history or civics for the high school. Per-haps
it will be helpful to summarize in conchislon the
points that have been made in the course of the year.
In the outset we considered the necessity of viemng
the subject to be taught as a whole before undertaking
to plan the work in detail. The average course in his-tory
or civics is purposeless and ineffective enough at
best, and it is all too improbable that it will take any
definite shape at all without some premeditation and
forethought by the teacher. So we concluded that the
first task of the teacher is to adopt a definite aim and
purpose and to formulate a plan for tha year designed
to effect that purpose.
Each several lessons would then naturally be planned
with a view of making it contributory to the accom-plishment
of the purpose adopted. The lessons would
be assigned not necessarily as the author of the text-book
might have organized the subject but rather as
the teacher might determine, having regard to the aim
adopted and the purpose to be served. It is difiicult
to place too much emphasis on the importance of this
jjroliminary forethought if a teacher of history or
civics is to do effective work for the time being and is
to receive a maximum of benefit from exj)erience. In
the absence of a definite plan and purpose formulated
in advance there is no very clear criterion by which to
test the success of the course, and it is accordingly diffi-cult
for the teacher to see wherein has lain the weak-ness
or strength of the work.
Granting the necessity of a general plan of the work
of a course for a year or term, it is obviously quite as
essential that each lesson be planned in advance and
that work assigned to the pupils be correlated with that
plan. No teacher can do the best type of work with-out
spending as much or perhaps more time in this
preliminary planning for the class exercises than is
spent in checking up the results in the way of recita-tions,
papers, and the like. In the midst of the neces-sary
routine of these latter tasks, we are sometimes
tempted to lose sight of the fact that the primary
function of a teacher is to teach, that is to stimulate
thought and reading on definite questions, to induce, in
other words, the pupils to engage in study and in
other helpful educational exercises and not merely
to keep a check-list of work done and results ac-crued.
Because the central problem in teaching history
and civics is the process of planning lessons in a
practical and helpful way, we have devoted a large
portion of the space used this year to this subject.
We considered the general problem of the lesson plan
and then in turn the specific problems involved in
planning lessons on two general topics in American
history. An effort was made to keep these considera-tions
of special topics general in character lest the
purpose of the discussion be defeated. Wo made no
attempt therefore to frame a p)lan of the sort that a
teacher might actually take into a class room and use.
It would have been comparatively easy to construct
plausible lesson-plans of the type suggested in these
articles. Indeed the author of the articles requires
that each member of his classes in the teaching of
history and civics construct a tleast ten such plans in
the course of their work in the course. He did not
history and civics construct at least ten such plans in
these articles because a lesson-plan ought not to be-come
stereotyped or standardized. The same plan
could scarcely be used with profit by two different
teachers, and the same teacher probably ought seldom
to use the same plan with different classes. The plan
ought usually to be made to order by the teacher who
is to use it specifically for the class with which it is
to be used.
If no other point has been made clear in the course
of these articles, the author hopes that every thought-ful
teacher who has read them has appreciated this
last one. Since too much emphasis cannot be placed
on it, let us try to restate it briefly in conclusion. The
task of a teacher of history or civics is not so much to
cover a given allotment of subject-matter as it is to
induce in the pupils taught ability to understand the
subject-matter and sane and honest habits of thought on
social questions in the past and in the present. The
pupils are always the objects of first consideration.
The text-book is but an aid in the education of the
pupil; the primary task of the teacher is to serve the
pupil. Therefore, the course should be organized and
presented in a way to meet as far as possible the
peculiar needs of the pupils to be taught, the lessons
planned with a view of interesting and instructing
them. The test of the success of the course and of each
of the several lessons is measured by the effectiveness
with which it interests and instructs the pupils. ISTo
plan, therefore, is useful to any teacher which that
particular teacher is unable to use effectively with the
pupils for whose instruction he is immediately re-sponsible.
These facts explain why these articles have at times
seemed less specific than some teachers who have read
them may have liked. The author desired to be help-ful
to a maximum degree in the long run, and he was
fearful of leading some astray fundamentally if he
had attempted to be immediately helpful to others in
too many concrete details. If he has been at all sug-gestive
in a way that has been practical to teachers
actually at work, the trouble these articles have cost
has been amply remunerated.
WORK
The natural thing to do is to work—to recognize
that prosperity and hapipiness can be obtained only
through honest effort. Human ills flow largely from
attempting to escape from this natural course. I have
no suggestion which goes beyond accepting in its fullest
this principle of nature. I take it for granted that
we must work. All that I have done comes as the
result of a certain insistence that since we must work,
it is better to work intelligently and forehandedly ; that
the better we do our work the better off we shall be.
All of which I conceive to be merely elemental common
sense.
—
Henry Ford, in McCIure's Magazine for May.
IMMATERIAL
The oflice stenographer was mentally upset over her
inability to spell "graphic." "How do you spell
graphic, with one 'f or two?" she asked. "If you are
going to use any," the genial boss replied, "you might
as well use two."
—
American Boy.
There can be no such thing as an equal educational
opportunity for the youth of a State of ISTation until
every child has a thoroughly prepared and efiicient
teacher.—Resolution jSTo. 9 by the Department of
Superintendence, N. E. A.
June, 1922] NORTH CAROLINA EDUCATION 11
IMPORTANT ARTICLES IN RECENT
NUMBERS
In recent numbers of Xortii Carolina Education
there have appeared several impoftant articloSj the
timeliness of which encliiros beyond the mere month
of their publication. Some of those articles, which
few, if any, readers of North Carolina Education
will wish to miss altogether, are, for convenience in
locating and procuring them, listed below by months.
So long as there is a supply of these numbers
available, they will be mailed postpaid for fifteen
cents each. Send remittances to North Carolina
Education, Raleighj N. C.
SEPTEMBER, 1921
Duty of School Officials to See That School Funds Are Kept Separate.
By E. C. Brooks.
Knell of the Old Toll Gate—Suggestion for a School Project. By
W. F. MarsBhall.
Use of Text-books in Teaching History. By W. T. Laprade.
OCTOBER, 1921
County Government and Public Education. By E. C. Brooks.
Outline for Study of Bonser's "Elementary School Curriculum."
Chapters I to V. My Mrs. T. E. Johnston.
Planning the Work of a Course in History. By Wm. T. Laprade.
The Second in a Series of Articles on Planning Work in History and
Civics.
School Management Course in Union County Summer School. (A
Committee Report by Ben M. Williams )
Teaching Poetry in the Grades (With a number of poems to be
taught.) By Susan Fulijhum. This is the first in a series of articles,
the second and following articles consisting of poems for study by the
grades.
NOVEMBER. 1921
Distinctive Work and Plans of the Hendersonville Teachers. By
A. W. Honeycutt.
How to Issue and Market School Bonds to the Best Advantage. By
S. Wade Marr.
Outline for Study of "Public School Education in North Carolina."
By E. W. Knight.
Plan for Study of Clark's "Physical Training in the Elementary
Schools." By Susan Fulghum.
The Lesson Plan in History and Civics. By W. T. Laprade. Third
article in the series.
Teaching Poetry in the Grades—II. By Susan Fulghum. Poems for
Study and Memorizing by the Second Grade. Miss Fulghum's intro-duction
to the series will be found in the October number and should
be missed by no teacher who uses this series of happily chosen poems.
The series is concluded with the fifth article in the February issue.
DECMBER, 1921
A Unique Consolidation, James E. Holmes.
Assigning a Lesson in History or Civics, Wm. T. Laprade.
Community Service as an Aid to Language, Nannie E. Pigg.
Our Army of Illiterates, Elizabeth Kelly.
"Psychology of Subnormal ChiMren" Outlined, Hattie S. Parrott.
Outline of "Bonser's Elementary School Curriculum," Mrs. T. E.
Johnston.
See Europe If You Must, But See Western North Carolina First.
John J. Blair.
Studying Trees and Shrubs at the County Fair, Cordelia Camp.
Teaching Poetry in the Grades—III, Susan Fulghum.
The Wilson County Idea, E. C. Brooks.
The Great Work of the Double-Barred Red Cross, Florence Chapman
Williams.
Thirty-eighth Annual Session of the North Carolina Teachers'
Assembly, E. C. Brooks.
JANUARY, 1922
New School Legislation Enacted by the Special Session of the Gen-eral
Assembly, E. C. Brooks.
Planning a Lesson in History, Wm. T. Laprade.
Program for Temperance and Law-or-Order Day, Mrs. T. E. John-ston.
Shall the Bible Be Taught in the Public Schools? W. A. Harper.
Teaching Poetry in the Grades—IV, Susan Fulghum.
The Rural Schools of Macon County, Nannie E. Pigg.
FEBRUARY, 1922
Buncombe Principals in a Project, F. L. Wells.
Outline for Study of Bonser's "Elementary School Curriculum," Mrs.
T. E. Johnston.
Projects in First and Seventh Grades at Weldon, W. B. Edwards.
Report of the North Carolina Text-book Commission.
Teaching Poetry in the Grades—V, Susan Fulghum, concluding the
series
The American Revolution: A Lesson Plan, Wm. T. Laprade.
Using the School Paper for a Project, Nannie E. Pigg.
MARCH, 1922
Books Adopted for the Public Schools, E. C. Brooks.
How the School and the Local Paper May Help Each Other, Winnie
Davis Leach.
How to Raise the Grade of Your Certificate by Summer School Work,
A. T. Allen.
Making a Moving-picture Show in the First Grade at Roanoke Rap-ids,
Miss Ross.
Regulations Governing Tuition Charges in the City Schools.
^Relationship of School Organization to School Costs, E. C, Brooks.
Ruling of Attorney-General on the Bond Issue.
Material for School Commencements, Mrs. T. E. Johnston and Susan
Fulghum.
1'he American Revolution : Lesson-plap Cpncluded, Wm. T. Laprade.
APRIL, 1922
Assigning a Lesson on the Civil War and Reconstruction, Wm. T.
Laprade.
Four Forward-Looking Resolutions.
Health Work Among the Negroes of North Carolina, Florence Chap-man
Williams.
Opportunity and Obligation—A Message to the Teachers' Assembly,
E. J. Coltrane.
Principles for Accrediting Colleges.
Score Card for Elementary Schools, Susan Fulghum.
Trying Out a Project in Geography, Mrs. Gertrude Ward.
MAY, 1922
Classification of the Public Schools, E. C. Brooks.
Is there a Need for Science in the High School? Bert Cunningham.
Language Work in the Second Grade, Elise Fulghum.
One Standard High School for Every County. E. C. Brooks.
Planning a Lesson on the Civil War and Reconstruction, Wm. T.
Laprade.
The Five-Million Dollar Bond Issue Validated, E. C. Brooks.
THE THING THAT COUNTS
I have no quarrel with the general attitude of
scoffing at new ideas. It is better to be sceptical of all
new ideas and to insist upon being shown rather than
to rush around in a continuous brainstorm after every
new idea. Scepticism, if by that we mean cautiousness,
is the balance wheel of civilization. Most of the pres-ent
acute troubles of the world arise out of taking on
new ideas without first carefully investigating to dis-cover
if they are good ideas. An idea is not neces-sarily
good because it is old, or necessarily bad because
it is new, but if an old idea works, then the weight of
the evidence is all in its favor. Ideas are of them-selves
extraordinarily valuable but an idea is just an
idea. Almost anyone can think up an idea. The thing
that counts is developing it into a practical product.
—
Henry Ford, in McClure's Magazine for May.
GET THESE TWO BOOKS
An acquaintance with the State's Educational his-tory
should form a part of the informational equip-ment
of every teacher and school oificer. If you have
not read it yet, send today for a copy of Dr. Knight's
Public School Education in North Carolina. The reg-ular
price is $2.00. We have arranged with the pub-lishers
to make the price of $1.70, postpaid, to our
subscribers. The book will be mailed and your sub-scription
extended one year for only $3.00.
Have you read Education for Democracy yet ? It is
a book of 263 pages, written by Dr. E. C. Brooks. Its
theme and teachings should be deeply impressed lapon
the understanding and spirit of every teacher in the
State. The regular price is $1.50, postpaid. This
book will be sent and your subscription extended one
year for only $2.80.
Both books will be sent poscpaid and your sub-scription
renewed one year for only $4.25. Send your
order for one or both to N'oeth Cakolina Education,
Kaleigh, jST. C, adding ten cents exchange to your
check, if it is not drawn on a national bank.
Provide yourself with these two books and then by
intelligent reading apply their contents to the broad-ening
of your professional knowledge and the enrich-ment
of the professional quality of your mind.
If to petrify is success, all one has to do is to humor
the lazy side of the mind; but if to grow is success,
then one must wake up anew every morning and keep
awake all day.
—
Henry Ford, in McClure's Magazine
for May.
Business men go down with their businesses because
they like the old way so well they cannot bring them-selves
to change. One sees them all about—men who
do not know that yesterday is past, and who woke up
this forniug with their last year's ideas.
—
Henry Ford,
in McClure's Magazine for May.
12 NORTH CAROLINA EDUCATION [June, 1922
NORTH CAROLINA EDUCATION
Published the First of Each Month, Except July and August at Raleigh,
North Carolina.
W. F. MARSHALL Editor and Manager
121 West Hargett Street.
E. C. BROOKS Contributing Editor
State Superintendent of Public Instruction.
SUBSCRIPTION RATES PER YEAR
PAYABLE IN ADVANCE
Single subscriptions, each _ $1.60
Two to four in one club, each _ 1.40
Five or more in one club, each 1.25
Make all remittances and address all business correspondence to
W. F. MARSHALL, Publisher, 121 West Hargett Street, Raleigh, N. C.
Entered as second-class matter January 21, 1909, at the postoffice at
Raleigh, N. C, under the Act of March 3, 1879.
PITH AND PARAGRAPH
The State salary scliednle will be maintained. Your
professional progress, therefore, should keep up its
steady pace.
iff. Iff. iff
The summer school attendance in iN'orth Carolina
this year is expected to reach a new record in numbers
not only, but in accomplishment as well.
:« iff iff
Mr. High School Principal, have you made a com-plete
record of your year's work and filed it so the
school Avill have a permanent record of it?
iff iff iff
Eenew your subscription this summer so as to be
sure to receive the September number. The price is
,$1.50 a year of ten months from September to June.
'ff. iff iff
Eemember that no issues of ISTobth Carolina Edu-cation
are published for the vacation months of July
and August. This June number is the last until
September.
:: iff ::
"What Summer School Director will give us the best
example of the use of the library in the summer school ?
We should like to publish it at the beginning of the
next school year.
:<s>: p. iff
The next issue of Xokth Carolina Education vnW
be the September number. Be sure to let us know
what your address will be at that time. This Septem-ber
number will be sent to the present address of sub-scribers
entitled to receive it, unless the publisher is
otherwise instructed.
iff iff iff
This is tax-levying time and the schools should be
properly provided for. We will take no backward
step. Our building program is proceeding at a rapid
rate. The State has recently loaned $1,000,000 and
before snow flies it will lend $4,000,000 more for the
erection of school buildings.
iff iff iff
On April 25th Guilford County voted a county-wide
tax and made it possible to consolidate schools accord-ing
to needs and give equal educational opportunities to
all. About the first of Api-il Macon County voted a
30-cent tax over the entire county, and also provided
equal educational advantages for the children of that
county. This is an evidence of the spirit that is
abroad in the State.
:: iff iff
Don't let disappointed school-book publishers per-suade
you into doing foolish things. Remember this
:
representatives of school-book jjublishers are working
in the interest of their respective companies. Certain
superintendents are in danger of serving as a cat's paw
for these very active agents. The law says the State
Board of Education may revoke the certificate of any
teacher, principal, or superintendent who fails to use
the adopted books.
iff iff iff
How organized eft'ort, with the county as the unit,
may apply itself to securing better teaching in the
classroom is impressively illustrated by the work done
in Buncombe by Miss Ha Johnson in 1920-21 and in
Durham County in 1921-22. The account of their
work in Durham County, as given in this number of
N"oRTH Carolina Education by Miss Michaels and
Superintendent Carr, is one of absorbing interest and
forms a fine chapter in efl^ective rural supervision. If
you have not yet undertaken a similar work in your
countv, use this article as a self-starter.
NOT YET
It is a good omen. To-morrow in Worth Carolina
will be greater than to-day. The boys and girls are
going to school and more and more of them go on to
college.
At Wakelon commencement, the biggest the school
ever had. Professor Owen Odum, principal of the
school, was making the announcements, "If any of you
school committeemen need teachers, here they are," said
he, as he announced the winners of tgachers' crtificates.
"But," he added, "you can't get them. They are go-ing
to college."
REVISED CLASSIFICATION OF COLLEGES
Before the Certification rules were revised the col-leges
of the State were divided into two classes as
follows: The A Class, which presents four years of
standard college credits, and the B Class, which in-cluded
all types of colleges rated by the State Depart-ment
below the A Class. After the rules were revised,
the colleges were divided into three classes—the
A Class, as above, the B Class, which presents three
years of standard college credits, and the C Class,
which presents two years of standard college credits.
Don't become confused, therefore, if a college was rated
B in 1920 and C in 1922.
READING CIRCLE WORK FOR 1922-23
For the improvement of teachers in service, the
Reading Circle work will be continued and empha-sized
again next year. The books will be selected dur-ing
the summer. It is proposed to announce these and
the preliminary directions for conducting the work be-fore
the summer schools close in order that superin-
June, 1922] NORTH CAROLINA EDUCATION 13
tendents and teachers may begin their Beading Circle
work ^vith the opening of their schools in the early
fall.
It is the purpose of North Carolina Education to
carry in September full announment of books and
plans, with outlines, so far as practicable, for imme-diate
work. Be sure to renew your subscription in
time to receive the September number, which is. sched-uled
to appear the first of the month.
PROFESSIONAL STATUS OF THE STATE
BOARD OF EDUCATION
From a high school principal comes a request that
lioETH Carolina Education publish a list of the sev-eral
members of the State Board of Education with
their respective college degrees and professional train-ing.
This request is "respectfully and earnestly',' made,
says our correspondent, "in view of the fact that many
teachers of North Carolina know nothing about the
college and professional training of the members of
the State Board of Education."
In the following data taken from the North Caro-lina
Manual of 1921, which may be regarded as official,
our correspondent will find, we trust, the information
she seeks
:
Cameron Morrison, Governor, President. Educated in
private schools of M. C. McCaskill, at Rllerbe Springs, N. C,
and Dr. William Carroll of Rockingham. Lawyer.
E. C. Brooks, Superintendent of Public Instruction, Sec-retary.
Prepared for college at Bethel Academy in Lenoir
County ,1881-1890) and was graduated at Trinity College in
1894. Has been a teacher all his life. Professor of Educa-tion
in Trinity College, 1907-1919.
W. B. Cooper, Lieutenant Governor. Attended public
schools at Mullins, S. C. Banker.
J. Bryan Grimes, Secretary of State. Educated at Ra-leigh
Male Academy, Trinity School (Chocowinity)
,
Lynch's High School (High Point), University of North
Carolina, Bryant and Stratton Business College (Balti-more).
Planter.
B. R. Lacy, State Treasurer. Educated at Preparatory
School of R. H. Graves (Graham) 1868, Bingham School
(Mebane) 1869-1870. Fifteen years a locomotive engineer.
Baxter Durham, State Auditor. Atttended public schools
of Durham and Raleigh 1SS4-1S92, Raleigh Male Academy
1892-1894, Wake Forest College 1894-1895. Traveling Audi-tor,
Department of State Auditor.
James Smith Manning, Attorney-General. Educated at
Pittsboro Female Academy (Dr. Sutton) and A. H. Mer-ritt's
School. University of North Carolina, A.B., 1879;
University of North Carolina, Law School. Lawyer.
uary to sell the bonds the purchaser was advised not to
take them until the courts had passed on their consti-tutionality.
In the meantime the counties had bor-rowed
about $1,000,000, in addition to their avail-able
funds, for the erection of new buildings.
It was not until the middle of April of this year
that the courts validated the bonds, and on April 27th
the State Treasurer was successful in selling $1,000,000
worth of these bonds at 4Vi; per cent interest. The
first loans, therefore, have been made to those counties
that bad gone ahead with their building program.
Each county of the State will be given a chance to
borrow its pro rata part of the $5,000,000, that is, it
may borrow the same per cent of this fund that the
school population of the county bears to the State popu-lation,
and the remainder of the $5,000,000 building
fund will be loaned during the summer and early fall,
and counties are advised to continue their building
programs with the assurance now that this money will
be available.
It is interesting to note that the first $1,000,000 is
loaned almost exclusively for the erection of high
school buildings in the rural districts. Only $40,000
of the entire amount will be use<l in a city school and
this goes to the Wilmington High School, which is a
high school for the entire county. It is at last possible
for the counties to secure funds with which to erect
high school buildings for the rural districts. The
State Board of Education has recently made appro-priations
for the purpose of maintaining at least one
standard high school for the rural districts of each
county in the State and with these loans it is now pos-sible
to supply adequate buildings. The counties and
the amounts loaned to each are given below
:
LOANS FROM THE FIVE-MILLION-DOLLAR
BUILDING FUND
The State Board of Education in May made a loan
of $1,000,000 to 50 counties from the $5,000,000 Spe-cial
Building Fund. It was just about a year ago
that the State Board of Education notified the coun-ties
that the special building fund provided by the
General Assembly of 1921 would be available on Jan-uary
1, 1922, and advised the counties to proceed with
their building programs.
In response to this advice many school buildings
were erected and the counties borrowed the money from
local banks, but when an attempt was made in Jan-
County Amount
Alleghany $20,000
Anson :.... 14,800
Ashe 2,000
Avery 19,000
Beaufort 27,500
Bertie 20,000
Buncombe 15,000
Caldwell 30,000
Carteret 16,000
Caswell 10,000
Catawba 25,000
Chatham 6,000
Clay 9,000
Cleveland 8,000
Craven 25,000
Cumberland 4.000
Currituck 16,600
Dare 2,000
Davidson 40,500
Durham 30.000
Edgecombe 15,000
Gaston 41,000
Granville 22,000
Guilford 50,000
Halifax 3,000
County Amount
Harnett $11,000
Henderson 30,000
Iredell 45,000
Lincoln 37,000
Martin 26,000
Montgomery 6.000
Moore 9,000
New Hanover 40,000
Orange 10,000
Pamlico 20,000
Person 15,000
Pitt 17,000
Polk 20,000
Randolph 10,000
Richmond 15,000
Robeson 10,000
Rutherford 26,000
Stanly 10,000
Stokes 20,000
Union 8,000
Wake 45,000
Warren 16,000
Watauga 15,000
Wayne 45,000
Yancey 22,000
E. C. B.
Do not omit to renew your subscription in time to
receive the September number of North Carolina
Education. It is planned to make it more helpful to
the teachers in service during the coming year than
ever before.
14 NORTH CAROLINA EDUCATION [June, 1922
News and Comment About Books
for every three lessons; (5) illustra-tions
with interesting legends in
French; (6) use of International
Phonetic Alphabet symbols.
NOTES AND COMSIENT
In Howe's New Era Civics (Iro-quois
Publishing Company) this quo-tation
from Theodore Roosevelt is
placed at the head of the first chap-ter:
"Each one of us obtains in his
schooling something which not he,
but the community, has paid for.
He must return it to the community
in full, in the shape of good citizen-ship."
It is submitted for the reader
to think over.
H H H
From Ginn & Company (Boston)
comes the announcement of a new
book by Dr. E. W. Knight, Professor
of Education in the University of
North Carolina. The title is Public
Education in tlie South, and as the
first authoritative and comprehensive
study of actual educational progress
in the eleven states of the Confeder-acy,
it will be hearily welcomed. It
is a happy event that makes accessi-ble
to educational students and lead-ers
such a history of education in the
South.
H H (1
For history teachers, the Practi-cal
Map Exercises and Syllabi in His-tory,
published by Ginn & Company,
will prove most helpful in the mak-ing
of maps. By a unique device, the
sheets of tracing paper supplied with
the exercises may be placed over any
map and yet remain bound with the
rest after the map has been traced.
These Bishop and Robinson map
books are made in three volumes:
Ancient History, >Iedieval and Mod-em
History, and American Histoiy.
The price is 5 6 cents each.
H u n
This summer many readers of
North Carolina Education will proba-bly
find time to read attentively a
new book or perhaps re-read an old
one. In either event, if the book is
worth writing about, if it has capti
vated, or entertained, or instructed,
or otherwise helped you, or has
aroused in you a sense of antagon-ism
to its teachings, will you not
write out in your own fashion a sort
of criticism or review of the book
and send it to North Carolina Edu-cation
before fall? Make your Jour-nal
a forum or clearing-house of cur-rent
professional thought.
NOTICES OF NEW BOOKS
Publishing Company, Syracuse, N. Y.
This is a new text-book in civics
"for the students of today and the
citizens of tomorrow." It is con-structed
upon the theory that the
classroom is the best place to begin
the study of civics, and that the best
way to apply practically what is there
learned is in (1) helpful service to
the community and (2) the use of
good judgment at the ballot box. The
treatment is in five parts: (I) Citi-zenship,
two chapters; (II) The Na-tion,
ten chapters: (III) The State,
three chapters; (IV) The Local Com-munity,
three chapters; (V) The Par-ties,
four chapters. The book is at-tractive
in paper and print, well
equipped for class use, and carries a
generous, quite a generous, number
of attractive and instructive illustra-tions.
Historical Readings. Edited with
Notes and Biographical Sketches by
Helen B. Bennett and Joseph A. Han-iphy,
and with Introduction by Geo.
Burnam Foster, late professor in the
University of Chicago. Cloth, 440
pages. Price $1.50. Rand McNally
& Company, Chicago.
A delightful sort of source book for
the seventh and eighth grades. Here
are pages from the log-book of Col-umbus
himself, from the chronicles
of the Pilgrim Fathers at Plymouth,
from Alexander Hamilton, Dolly Mad-ison,
and many others who make past
events live before one's eyes. At the
end of the book are biographical
sketches and explanatory notes for
use when needed. The teacher and
pupils who fall upon Bennett and
Haniphy's "Historical Readings,"
with its quaint and vivid pages of
intimate source material, will find it
of captivating interest just as this
writer did as soon as he had gotten
inside of it.
New Era Civics. By John B. Howe.
Cloth, 420 pages. Price not given,
presumably about $1.75. Iroquois
Elementary French (Revised Edi-tion).
By Fred Davis Aldrich (Wor-cester
Academy), Irving Lysander
Foster (Pennsylvania State College),
and Claude Roule (Dartmouth).
Cloth, 539 pages. Price $1.56. Ginn
& Company, Boston.
A revision of an already widely-used
first-year book in French. The
improvement, however, is quite ma-terial.
The authors have been at
their new task three or four years.
The exercises have been freshened
and improved in quality—as well as
increased in quantity. The lessons
have been shortened, pronunciation
handled more effectively, and the
presentation of grammar has been
simplified. The exercises and illus-trations
impart a French flavor and
atmosphere that are rather engaging.
A frontispiece in colors shows Ameri-can
soldiers at Cantigny going to the
front. There is a picture of Marshal
Foch and a number of French scenes,
places and historical persons. The
prominent features of excellence may
be summarized thus: (1) Adaptabil-ity
to early high school years; (2)
emphasis on fluency; (3) abundance
of exercises for drill in idiom and
conversation; (4) complete review
Mr. Newsom's "Song and Di-eam"
The Stratford Company, of Boston,
has brought out a volume of the
poems of D. W. Newsom, treasurer of
Trinity College, entitled "Song and
Dream." Some of these poems have
appeared in the "poet's corner" of
the editorial page of the News and
Observer. Most readers will sub-scribe
to the sentiment of the Book
News Monthly that "there is in many
of these poems a note of deep ideal-ism
which makes the book decidedly
worth while."
The volume is divided into Songs
and Dreams of Love, Songs and
Dreams of Life, and Songs of War,
but the great bulk of the poems are
under the second classification. There
is warm and tender sentiment in the
first variety of poems, the "lofty
idealism" to which the Book News
Monthly refers in the second, and
and patriotism and dramatic power
in the war compositions.
The book of poems is one of the
most notable of North Carolina col-lections
of poetry. Mr. Newsom will
take rank among the best and most
finished of North Carolina poets.
—
Raleigh News and Observer.
AVcst Hickory Bonds Tunx Up in
Good Shape
Hickory, May 5.—West Hickory's
$60,000 school bonds, voted last year,
held up because of an alleged tech-nicality,
and by a large part of the
public believed to be mere scraps of
paper, have turned up in good shape
ready to be delivered at an early
date and all that refnns tor the
populace is to decide en one of three
school sites. Some of the folks say
that is a big question. R. H. Shu-ford,
attorney for the town board,
announced the sale of the bonds at
par and accrued interest. The plans
call for a handsome building with
room for a vocational training de-partment.
A ChamiJion Speller in Tarboro's
Thiid Grade
Tarboro, May 20.—A young speller
who may some day challenge his
cousin, Mr. John Allen, of Louisburg,
for the state' championship, was dis-covered
at the Tarboro graded school
Friday when Billie Aiken, of the
third grade, was awarded the prize
for being the best speller in the ele-mentary
school. By a process of
elimination, the best speller in each
grade from the second to the seventh
was selected to enter the final con-test
for the medal offered for the
winner. This contest was held in
the school auditorium, and after
standing up until all the other con-testants
had been retired and spell-ing
the word missed by his last op-ponent,
Billie Aiken, of the third
grade, was declared the winner. A
coincidence of interest in connection
with this remarkable feat is the fact
that Billie is related through his
mother, who was Miss Nellie Jenkins,
of Littleton, to the champion speller
of the state, Mr. John Allen, of Louis-burg.
June, 1922] NORTH CAROLINA EDUCATION 15
STATE SCHOOL NEWS
SCHOOL NEWS BKIEl S
Plans are about complete for a
$50,000 school building of modern
construction and equipment at Hook-erton,
Greene County.
Mebane voted May 13 a $75,000
bond issue for the erection of an ad-dition
to the graded school building
and an auditorium large enough to
seat twelve hundred people.
June 15 a special election will be
held at Duke for decision of two
issues: (1) voting $75,000 in serial
bonds for school buildings, and (2)
voting a local tax for maintenance.
To date Dr. W. A. Withers, direc-tor
of the State College Summer
School, has received nearly 150 more
applications for reservations than at
the corresponding date last year,
when the number was 852.
In Robeson County Fairmont dis-trict
has voted a bond issue of $7 5,-
000 and Thompson township $25,000
tor new and modern high school
buildings. Several other districts
have done likewise as a result of con-solidation.
Work will soon be started on Grace
Memorial Hospital at Banner Elk.
The hospital will be a part of one
unit of the Lees-McRae Institute.
Money for building the hospital has
already been given by Mrs. Helen
Hartley Jenkins, of New York City.
The hospital will be a memorial to
Mrs. Jenkins' sister.
Mr. H. F. Srygley, now superin-tendent
of schools at Morganton, will
succeed Prof. J. A. Plolmes as prin-cipal
of the Raleigh High School.
Professor Holmes, who for the past
two years has been principal of the
high school, will retire from his posi-tion
at the end of the year and will
probably go into business.
The contract has been awarded for
a new nineteen-room school building
at Apex. It will be a two-story brick
structure. The nineteen rooms in-clude
class-rooms, a library, a labora-tory,
and an auditorium. It will be
completed, under the terms of the
contract, in a hundred days and will
receive the students of Apex at the
opening of the 1922-'23 session in
September.
A referee's decision reported to
the Supreme Court of New York, May
18, entitles Wake Forest College to
receive a patriotic trust fund of $1,-
375,000, which was created in 1S92
by the late J. A. Bostwick. It is not
yet certain whether the heirs will
take an appeal. If they do not make
further resistance, the fund will be
turned over to the college in due
course of procedure.
At Henderson the board of trus-tees
of the city schools has let the
contract for three new school build-ings.
The contracts were all award-ed
to the same bidder for a total of
$70,000, with the guarantee that
the first of the buildings wouUd be
completed and ready for occupancy
on September 14, 1922, and the other
two fifteen days thereafter.
At Buie's Creek Academy com-mencement
it was announced that
of the 563 students enrolled for the
closing session, there had been no
deaths, no serious illness; that reli-gious
services had been attended by
the largest number in the history of
the institution, and that from the
standpoint of general discipline and
institutional results accomplished,
this had been one of the most suc-cessful
sessions. The graduating
class had 70 members.
^ ( hange of I'residents at liOuLsburg
At Louisburg College, Dr. L. S.
Massey, resigned, is succeeded by
Prof. A. W. Mahon, now president of
Sue Bennelt Memorial School, Lon-don,
Ky. He is a graduate of Ohio
Wesleyan University and has won
the degree of M.A. in education in
the dormitory of Chicago. He is a
young man, 39 years old, whose
whole life since graduation has been
spent in school work.
President Massey has done a nota-bly
successful administrativa work
at Louisburg. where he was formerly
a pastor. As preacher, pastor, edi-tor,
and educator, he has a record
of achievement and wise leadership
that only enhances his usefulness
for whatever work he may enter upon
in the future.
A Great Sight
A feature of some of the county
commencements this year was the
picnic dinner. The reporter of the
Edgecombe County commencement at
Tarboro (May 5) described the occa-sion
there as follows:
"At 1 o'clock a great picnic dinner
was served on the common to the
more than 5.000 visitors present.
Booths and tables had been provided
for each school and the refreshment
committee distributed to the 21 long
tables 200 gallons of ice cream and
plenty of cold drinks to supplement
the basket lunches which the schools
brought with them. It was a great
sight to see more than 5,0 people
of the county, mostly children, en-joying
their dinner on the town com-mon
with the band playing and
everybody happy."
UNOIPROVED MOUNTAIN FARM
FOR SALE
In McDowell County, northeast
corner, about ten miles from Marion
and Bridgewater, among beautiful
new lakes of Southern Power Com-pany,
51 miles east of Asheville. Be-tween
two ridges along a rollicking
mountain stream, ample for private
lake, and for farm power and elec-tric
lights; 216 acres, 50 to 60 acres
in valley and gentler slopes; a few
apple trees on the place, but no
buildings to speak of; fine site for
quiet country home (or several sum-mer
homes), for poultry, fruit, grain,
or stock farm. Adjoins farm of Mr.
I. A. Davenport, in Nebo Township.
Price less than what some small
city lots cost. Do not write unless
in position to improve property; for
one who will improve it, here is a
potential little fairyland for a song.
Too far away for owner to give it
personal attention. Rigid investiga-tion
invited. Address Farm Owner,
Box 412, Raleigh, N. C.
fT-The
Progressive Music Series
Adopted for use in North Carolina
Public Schools
other State Adoptions:
California, Kansas, Kentucky, Louisiana, Nevada, Oklahoma,
Oregon, Utah. More than 4,000 other adoptions.
Two Reasons:
The only series that insures for music teaching as efficient
standards as can be found in any other subject of the curri-culum.
The only series whose musical content competitors cannot
consistently criticise.
A Four-Book Series for the graded, and town and city schools; a
One-Book Course for the one andtwo-room schools.
Manuals for Teachers' use—I-II-III.
Be progressive, and use The Progressive
Music Series
SILVER, BURDETT & COMPANY
126 Fifth Avenue, New York
16 NORTH CAROLINA EDUCATION [June, 1922
North Carolina Winners in Essay and
Lesson Contest
Washington, D. C, May 11.—Miss
Anna Higgs Griffitli, a student in the
Woodland, N. C, public scliools, and
Miss Christine Pridgen, a teacher in
the Warsaw, N. C, public schools,
respectively won State honors in the
essay contest and lesson contest on
highway safety, conducted under the
auspices of the Highway and High-way
Transport Education Committee,
according to announcement here to-day.
Manuscripts were graded by a
committee appointed by Dr. E. C.
Brooks, State Superintendent, who
co-operated in the campaign.
The essay of Miss Griffith repre-sents
North Carolina before the na-tional
essay committee, and in addi-tion
she receives a gold medal and
fifteen dollars. Likewise the lesson
by Miss Pridgen is now before the
national lesson committee represent-ing
the State.
An essay by Miss Emmeline Elliot,
Lowes Grove school, Durham, won
second honors, a silver medal and
ten dollars. The following pupils
won third prizes, bronze medals and
five dollars in cash: Mary Grey
Quinn, Warsaw; Ellen Peel, 120 Hal-ifax
Street, Raleigh; Margaret Hau-ser,
420 North Main Street, High
Point; Dick Battle, Chapel Hill;
Prances Barfield, Sunset Park school,
Wilmington; Mary Patterson, Max-ton;
Henderson Kincheloe, 213 West-ern
Avenue, Rocky Mount; Evelyn
Jennings, 100 West Matthews Street,
Elizabeth City, and Hortense Am-brose,
Creswell.
EUROPE
and
THE PASSION PLAY
Party sailing June 17th for
France, Switzerland, Germany,
Belgium and England.
$770 covers all expenses.
Write for descriptive folder.
Prof. JAS. ELLIOTT AVALMSLEY
Winthrop College, Rock Hill, S. C.
"7f is a nionuvient of thorough and con-scientious
work, and more complete and
up-to-date, than anything else I have seen
on that subject. It will help teachers
greatly."
The World Remapped
By K. Baxter Blair
An 80-pa^e book summarizing the
changes in World Geography by continents.
Every teacher of geography and history
should have it on her desk for ready ref-erence.
Any teacher would gladly pay
several dollars for this reference book
on world changes.
Send 20 cents in stamps or coin.
USE COUPON
DENOYER-GEPPERT CO.
Scientific School Map Makers
5235-5257 Ravenswood Avenue Chicago
Name - ~
Grade
'NCE6-22
G. LLOYD PREACHER & COMPANY
AUCHITECTS AND ENGINEEES
Specialists in the Design of School Buildings
AND Educational Institutions
COMMERCIAL BANK BUILDING RALEIGH, N. C.
KALEIGH, N. C. ATLANTA, GA. AUGUSTA, GA.
George Peabody College for Teachers
NASHVILLE, TENNESSEE
For the Higher Training of Leaders in Southern Education
Summer Quarter, 1922
First term, June 8 to July 18; Second term, .July 19 to August 29.
More than .3 courses in twenty-six departments, counting toward
B.S., A.M., and Ph.D. degrees.
Strong courses for botli graduate and undergraduate students,
offering adequate preparation to equip superintendents and super-visors
of public education, administrators and instructors in normal
schools and colleges and universities, heads of departments and
supervisors of the various subjects taught in schools and celleges,
directors of vocational schools, of home economics, of public health
and physical education.
The Peabody Campus of fifty acres, with its trees, lawns, shrubs
and flowers, and its five handsome colonial buildings, its spacious
library and reading-room, offers unsurpassed opportunities for study
and recreation.
Thousands of students come to Peabody from prominent educa-tional
positions all over the South, because the higher training re-ceived
here increases their ability to serve their communities as well
as advancing their salaries.
Write for a catalogue of tlie summer quarter now.
The Industrial Art Textbooks
by
BONNIE E. SNOW — and — HUGO B. FROEHLICH
Adopted Textbooks in Drawing
for
NORTH CAROLINA SCHOOLS
1. Text books that teach the basic principles of design as re-lated
to Industry under the titles Decorative Design, Commercial
Design and Constructive Design.
2. Text books that provide instruction in Costume Design,
Interior Decoration and Domestic Art.—subjects closely related
to the life of the family and which tend to develop more beautiful
and in consequence happier homes.
3. The only text books in Drawing in which the problems are
carefully graded and lessons definitely organized.
The North Carolina State Text book Commission in its report
on Drawing Books said:
"IN OUR OPINION, THE INDUSTRIAL ART BOOKS, PUB-LISHED
BY LAIDLAW BROTHERS, IS THE BEST SERIES."
LAIDLAW BROTHERS
INCORPORATED
Educational Publishers
Chicago
1922 Calumet Ave.
New York
130 E. 25th Street
June, 1922] NORTH CAROLINA EDUCATION 17
!
I THE UNIVERSITY OF TENNESSEE SUMMER SESSION—1922
(Formerly Summer School of the South) KNOXVILLE, TENN
FULL SESSION, TWELVE W^EKS First Term, June 13-July 30; Second Tenu, July 21-August 30
All Teachers. College Students, and Others Prepared to take courses, may enter. Popular lectures and entertainments. Fine sum-mer
climate. Improved boarding facilities. Reserve room early.
Trinity to Have Student Government
Durham, May 15. — Self-govern-ment
for the male students of Trinity
College seems assured as a result of
a vote taken by the men in their class
meetings Saturday. The vote to adopt
a constitution and by-laws previously
considered was almost unanimous.
The women students of Trinity have
had student government for several
years.
Under the constitution as adopted
by the vote of the men students af-fairs
will be largely in the hands of
a student council, presided over by
a president elected from the senior
class, with a vice-president and sec-retary-
treasurer to act as chairman
pro tem in the absence of the presi-dent.
The councill will be elected
from the four classes with the upper
classes having a majority representa-tion.
This council will have power to in-vestigate
student affairs and to make
recommendations to the college au-thorities.
The plan as proposed has
the sanction of Dean W. H. Wanna-maker,
student promoters of the sys-declared.
The faculty is expected to
offer no objection to the adoption of
the system.
The student government movement
for Trinity men students started last
year with the class of 192 2. At that
time a committee was appointed to
draw up a constitution to be submit-ted
to the student body. This com-mittee
acquired information concern-ing
the plans used in other institu-tions
of the country and drew up a
constitution with a committee from
the faculty acting in an advisory ca-pacity.
The constitution was adopted
by the vote at the class meetings is
much the same as prepared by the
committee last year.
An election to select officers under
the new system will be held as soon
as the movement has the sanction of
the faculty.
USE VOUR VACATION
$100 XO $150 3IOXTH
Teachers, try the Spring-Summer
U. S. Government examinations.
Thousands of permanent, life, posi-tions
are to be filled at from $110 to
$1800. During vacation get a big
paid permanent position. Those in-terested
should write immediately to
Franklin Institute, Dept. E233, Roch-ester,
N. Y., for schedule showing all
examination dates and places and
large descriptive book, showing the
positions open and giving many sam-ple
examination questions, which will
be given free of charge.
LECTURES, ORATIONS,
DEBATES, ESSAYS, Etc.
Prepared to Order
Outlines furnished. Manuscripts revised,
reconstructed and typed. Nineteen years'
experience.
BIELLER'S LITERARY AGENCY
211 Keisinger Ave. Dayton, Ohio
New $33,000 Building for Walston-bui'g
G. Lloyd Preacher and Company,
architects, with offices recently es-tablished
in Raleigh, are preparing
plans for a ten-room school building
in the town of Walstonburg, Greene
County, to cost $35,000 It is to have
a large auditorium, music room, li-brary,
home economics and science
room, and other modern accommoda-tions.
The design is to be modern
American and the walls are to be of
masonry.
Higher EIducation
Courees in English, Spanish,
Mathematics, Chemistry, Draw-ing.
Education, Business and in
35 other aubjecta are given by cor-tespondence.
Begin any time.
(Ulf? l^mojraitg of Cllfiragn
1 30tb Year Diviaion _ Chicago. 111. |
HOME
New York University Summer School
In New York City
July Tenth to August Nineteenth, 1922
(Just following the N. E. A. Convention in Boston)
OVER 250 courses in educational, collegiate, and commercial subjects. FACULTY of 125 members, selected largely from the repruiar staff of New York Uni-versity,
supported by specialists of national reputation in the field of education.
STATE CERTIFICATION—Courses are offered which will meet state requirements
for certification of elementary and high school teachers, and of supervisors and
admin i'^trators.
TEACHERS who have completed two years of college or normal school may have
Summer School courses credited toward the degree of Bachelor of Science or
Bachelor of Arts in Education in the Undegraduate Division of the School of
Education.
TEACHERS ' '•
_> liave completed a four year college course may have Summer School
courses r ;Jitnd toward the degrees of Master of Arts and Doctor of Philosophy
in the ',. ! ute Division of the School of Education.
CREDIT i<.:. all University degrees will be granted to properly qualified students.
ALL cours s (exctpt graduate course) are open to all students who can benefit from
the infr'i uc it n NEW YOR.i^ CITY p.-esents a variety of attractions to teachers and endless oppor-tun.
i^s for ' .tprovement and amusement. The summer climate is pleasant, and
the Univrr* v''^ .campus, high above the Harlem and Hudson rivers, gives all the
adv^antajTCo . : ;i si'mmep resort.
For infornictii rit : DR. JOHN W. WITHERS,
Usan of the School of Education and Director of the Siunmcr School
32 Waverly Place, New York City
Lippincott's School Projects Series
Edited by William F. Russell, Ph.D.
Teachers everywhere are experimenting with the project method—here its place and
advantages are clearly set forth and voluminously illustrated.
HOW TO TEACH SILENT READING TO BEGINNERS. By Emma
Watkins. |1.60
A most timely and important volume—not only does it discuss a matter very much in
the current professional thought, but its contents are so detailed, so enthusiastically
alive, so sound and stimulating that the book will improve the work of every primary
teacher in whose hands it is placed.
A PROJECT CURRICULUM. By Margaret Wells Ph.D. $2.00
Dealing with the project as a means of organizing the curriculum of the elementary
school- In the measure in which her work and its presentation may lead teachers to
introduce larger elements of the wholesome, purposeful, social activities of children
into the schools as a vital part of their courses of study. Miss Wells has made a val-uable
contribution to the improvement of the elementary school.
PROJECTS IN THE PRIMARY GRADES. By Alice M. Kracko-wizer.
$1.40
The first chapter gives the purpose of the method and is followed by one on chil-dren's
purposeful activities. These give the big reasons why projects fit so well into
the scheme of primary education. The remainder of the book gives the big types of
activities in which children engage.
REDIRECTION OF HIGH SCHOOL INSTRUCTION. By Lull and
Wilson. $1.60
Accepts the social point of view in education. Discusses the essential features of the
socialized procedure in the classroom with the results concretely set forth. Much
attention is given to training pupils how to study. Shows how this function of the
school is normally performed when the socialized procedure prevails in the child's
study and in the class exercises of the school.
The us^ial discounts are allowed.
J. B. LIPPINCOTT
East Washington Square
COMPANY
Philadelphia, Pa.
18 NORTH CAROLINA EDUCATION [June, 1922
Southern Pines Proud of Its Young
Library
Soutliern Pines, May 13.—Not yet
six months old, the growing venture
of a few public spirited residents of
the Sand Hills, now boasts of a large
and pleasant room, well and care-fully
furnished, stocked with twelve
hundred good and readable volumes
and a splendid selection of the best
in current periodicals, and unique
among small libraries, open all day
and every day in the week except
Sunday.
Financed so far with the dollar
memberships of some two hundred
citizens or winter visitors and a few
contributing memberships of five
dollars each, and supplied with books
and furniture by these same mem-bers,
the heads of the officers and
committees are busy planning new
ways and means .lust as their hearts
are set on the future growth of the
splendid addition to the attractions
of Southern Pines.
Officers and committees of the
library are: Hon. R. N. Page, finance
chairman; James Sweet, president;
Mrs. R. N. Hutt, library chairman;
Charles Macauley, publicity chair-man.
Directors: Rev. F. M. Gardner,
of the Baptist church; Rev. E. M.
Serl, of the Congregational church;
Dr. Arthur Ramsey, Mrs. N. M.Wood,
of the King's Daughters; Miss Mary
Merril, president of the Civic Club.
School Growth at Duke
For several years the people of
Duke have realized the present inade-quate
school facilities, and the com-ing
election has aroused much inter-est
throughout the town. The school
has grown to such proportions that it
has been necessary to hold two sec-tions
daily in the principal grades.
The high school has used a dwelling-house
this year, because of the crowd-ed
conditions in the lower grades.
The enrollment this year was 575,
the largest in the history of the
school. It also is the second largest
school in the county. Incidentally,
the Duke school has the distinction
of being the first graded school in
Harnett County, but due to the rapid
growth of the town, the facilities
have long since become inadequate.
The American Crayon Company
Established 1835
SANDUSKY, OHIO XEW YORK
Blackboard Chalks Art Materials
Waltham Prang Water Colors
Hygieia Dustless Prang Pastello
Dovercliff Dustless Prang Crayograph
Sterling Prang Crayonex
American Prang
Colored Paper Pencils
Chalk Prang Reliefo
Kroma Paste
We shall be glad to send
you booklets describing
these materials more fully
The Negro Agricultural & Technical College
State and County Summer Schools
The 23rd Session will begin June 26th, and continues six
weeks. Courses will be offered for County, Elementary, Pri-mary,
Grammar Grade, High School, Teachers and Super-visors.
Strong Faculty.
465 teachers were in attendance last summer.
A fine place to spend the vacation in pleasant associations
while increasing the value of one's certificate.
For information write
JAS. B. DUDLEY, President - - GREENSBORO, N. C.
Modern Junior Mathematics
By MARIE GUGLE
—Gives arithmetic, algebra, and geometry in proper proportion and
connected relationship.
—Provides a smooth passage between the work of the first six
grades and senior high school mathematics.
—Reads like a story—the drawings make it doubly attractive.
—Interests students because it shows them the application of the
problems to everyday life.
Book One, 80 cents Book Two, 90 cents Book Three, $1.00
Send for free circular, "Three-Year Course
in Blatheniatics for Junior High Schools"
The Gregg Publishing Company
NEW YORK CHICAGO BOSTON SAN FRANCISCO LONDON
DUNN'S COMMUNITY CIVICS
The Latest Book by the Fore-most
Authority in This Field
makes government mean something real to the young citizen.
Through this modern text the pupil gains a definite appreciation of
the interdependence of all elements in our national life. He comes
to realize social importance of the home, of organized health work,
education, vocational training, care of the dependent, protection
of property. He acquires sound ideals of good citizenship and the
knowledge of how to apply them practically in his immediate
community.
D. C. HEATH AND COMPANY
Boston New York Chicago Atlanta San Francisco
June, 1922] NORTH CAROLINA EDUCATION 19
Meredith College Will Move to a
Ijarger Site.
The trustees of Meredith College
have acquired by purchase tor $60,-
000 a new site for this institution.
The tract of land, consisting of 135
acres, is known ag the Tuclier estate,
and lies north of the Southern and
Seaboard railroads about one mile
west of the State College of Agricul-ture
and Engineering.
The Southern boundary parallels
the Cary road for 2,6 feet. The
property thus comprises a rectangle
of finely wooded country, level and,
according to the consensus of opin-ion
on the board, ideally fitted for
college purposes. There is a large
spring and a natural depression
which can be formed into an arti-ficial
lake or swimming pool.
Not before 1925, however, can dis-position
be made of the present in-stitution
and work completed on the
new. By that time, it is anticipated,
the Carolina Power and Light Com-pany
will have a line extended, cer-tainly
to Method. The city limits of
Raleigh lie just a quarter of a mile
from the Meredith College boundary.
The new property is now traversed
by the Highland Farms road, which
will be changed so that it will border
the property. In this way, the col-lege
site will be bounded on all sides
by a good road, and on one side by a
hard-surface highway, a part of sev-eral
national systems.
Plans also contemplate the removal
of the Method station a few hundred
feet toward Raleigh, and the change
of the name of the station from Meth-od
to Meredith.
Competent architects have advised
the board that an institution of the
sort that is desired for the accommo-dation
of five hundred students will
cost approximately a million dollars.
A committee of the trustees com-posed
of W. N. Jones, R. N. Simms
and Z. M. Caviness, will look after
details of the transfer of the property
and kindred matters relating to the
change from one location to another
and will report to the full meeting
of the board of trustees at commence-ment,
when definite action looking
toward the financing of the new pro-gram
will be taken.
f, ^=
East Carolina
Teachers College
A State school offering a Two-year
Normal Course and a Four-year
Teachers College Course to
prepare teachers for the public
schools of North Carolina.
Every energy is directed to this
one purpose. Tuition free to
all who agree to teach. Fall
term begins Sept. 27, 1922.
Summer terms begins June 13,
closes August 5, 1922.
For catalog and other infor-mation,
address
ROBT. H. WRIGHT, Presiaent
Greenville, N. C.
NORTH CAROLINA
State College of Agriculture & Engineering
Summer Session—June 13 to July 26
Teachers Courses (1) for those holding State Certificates and (2) for
graduates of Standard High Schools. Cour-^^es tor College Entrance
and College Credit. Catalogue upon application.
Apply for Reservation at Once
W. A. WITHERS, Director, RALEIGH, N. C.
Know the World as It Is
MAPS, GLOBES AND CHARTS
HOUSED at RAND M^^NALI.Y & COMPANY'S
is the greatest supply of maps and globes ever
collected in America. Superintendents, school
boards, teachers, are invited to acquaint themselves
with the extent and quality of this collection. They
will be surprised at the variety of these aids—politi-cal,
physical, climatic, vegetation, historical, classical,
biblical and language maps, and globes that range
from celestial to deep-sea subjects.
Further, they will be delighted that they need no
longer handicap their pupils and themselves by the
long-time meager equipment in this important field.
The map, the price, the place are all within reach
and, further, they are all the most economical super-intendent
or school board could desire.
Let us hear from you.
RAND MfNALLY & COMPANY
Chicago New York
20 NORTH CAROLINA EDUCATION [June, 1&22
New Text-books With Disting-uishing Features
McMurry and Parkins: Geographies
A new series, the culmination of twenty years of growth and devel-opment.
Representing matured educational practice in the field of
geography and furnishing- the latest available geog^raphical data.
O'Shea and Kellogg: Everyday
Health Series
A new two-book series, presenting a workable health program, based
on the assumption that personal hygiene, whether good or bad, is a
matter of habit.
THE MACMILLAN COMPANY
NEW YORK
BOSTON
ATLANTA
DAliLAS
CHICAGO
SAN FRANCISCO
Interesting to Study Easy to Teach
Wentworth-Smith School Arithmetics
Book One Book Two Book Three
Wentworth-Sniith Arithmetics have meant a great advance in the teaching of arith-metic,
because of
The elimination of nonessentials
Careful grading through a topical arrangement by grades
The lack of fads or extremes of method
Practical appications to home problems
A unique system of reviews
Abundant drill
Mechanical excellence
That is why they have been so widely adopted throughout the country.
GINN AND COMPANY
70 Fifth Avenue, New York
Represented by P. E. SEAGLE, Box 311, Raleigh, N. C.
June, 1922] NORTH CAROLINA EDUCATION 21
THE BETTER WAYS OF TEACHING READING
AND LANGUAGE
Teaching by Methods that have Proved Highly Efficient, and Testing Results as you go
Along are the Two Important Processes Guaranteed by the
SMITH- McMURRY LANGUAGE SERIES
and CHILD^S WORLD READERS
The content of both series is live and fresh.
The methods are real and not pet theories of faddists.
The respective manuals to the readers and language books are full of
help and inspiration to the teacher, and contain chapters on the scientific
testing of language and reading results.
Dr. M R. Trabue of Teachers College has prepared the test material for
the Language Series.
Dr. Wm. A. McCall of Teachers College has contributed the tests on the
Readers.
The Use of These Books Means a Day of New and Better Results in Education
JOHNSON PUBLISHING COMPANY
RICHMOND, VA.
Represented by BANKS ARENDELL, Raleigh, N. C.
^pzrEfBizramzjaBraiamzrafajHjarajHiHmHfHJEJBJEfafHJHJHJHjam^^
MOLLIS DANN MUSIC COURSE
By HOLLIS DANN, State Director of Music, Pennsylvania; Formerly Professor of Music,
CorneU University.
Some of the Strong Features of this Course
:
1. Tlie just balance between the "song 5. The really wonderful way iu which the
method" and the "reading method." rhythmic accents of the poetry coincide with the
2. The proper development of the upper tones musical accents.
of the child's voice. „„, ^ ^-,1 ^ ^ , ^ j
„ .,, ,.,,,,.,,, , , . , 6. The systematic development of sight-read-
3 All material, both m the Manual and in the
;, ear-training and song-interpretation,
readers, encourages and promotes good tone pro-duction.
Y
rpjjg presentation of all the necessary musi-
4. The attractiveness of the songs, their mu- cal theory in connection with the lessons,
sicianly and artistic quality, and their appeal to
children. The thoughts and words are perfectly 8. The necessary aid to the grade teacher in
in accord with the spirit of the song. preparation of the lesson.
Hollis Dann's Junior Songs
This book gives special attention to the problems of the changing voice of boys and
girls in the upper elementary graaes and high schools.
There is a rich variety of song material. Although both words and music of many
of the songs were composed especially for this book, there are many of the old-time
favorites whose charm and merit should be recognized by every boy and girl.
AJMERICAIV BOOK COIMPAIVY
Represented by W. G. PRIVETTE, Raleigh, N. C.
NEW YORK CINCINNATI CHICAGO BOSTON ATLANTA
BirajsjEiaiajararararajafEfEfHfaLjzfHJZJZJZJZJEjajajEfajHjajHiHjazjaiai^JHJHfa^
22 NORTH CAROLINA EDUCATION [June, 1922
1,560,000 Practical Drawing Books
For the scholastic year 1922-23 we have ordered
and are now having printed 1,560,000
Practical Drawing Books
What Are the Reasons For This
Large Order?
We have reason to believe that this ex-ceeds
the stock order of any competing
series by 1,000,000 books.
These figures are not quoted boastfully,
but are given to demonstrate that:
(1) The Practical Drawing Books are
widely adopted.
(2) The Practical Drawing Books are so
usable and teachable, so practical, that
they are used where they are adopted.
(3) School authorities can make no mis-take
in selecting and introducing Prac-tical
Drawing, Modem Art Course,
Revised. These books are proven be-yond
the question of doubt. They
meet the needs of public school con-ditions.
The original Practical Drawing Books
were published in 1894. They have grown
in merit and popularity with each succeed-ing
revision, until today they are in the
hands of considerably more than a million
school children. Evidently they meet the
demands of the times.
ADOPTED (CO-BASAL) FOR NORTH
CAROLINA SCHOOLS
You are aware, of course, that our
Practical Drawing, Modern Art Course
(Revised Edition)
was recently adopted, co-basal with other
books, by the North Carolina State Board
of Education. For years we have had a
good sale of our books in North Carolina,
and we have always appreciated this recog-nition
of them. That the new edition will
win even greater favor we confidently be-lieve
and expect.
We are glad to place our books and our
service at the disposal of North Carolina
schools and teachers. Do not hesitate to
call on us or on our Mr. B. L. Jones, Lau-rens,
S. C, if further evidence is desired of
the adaptability of our Drawing Books to
the needs of your schools.
ON SALE AT STATE DEPOSITORY
They will be on sale with Alfred Wil-liams
& Company, Raleigh, N. C. (the State
Depository), at the following prices:
Books 1 to 4, each, 15 cents
Books 5 to 7, each, 20 cents
If enclosed in Kraft envelope with sec-tion
of practice paper, 5 cents additional
for each book.
We hope to hear from you and that you may decide to adopt and use
our eminently usable, teachable, and practical drawing
books, even if you have not been doing so before.
Our 1922-23 Catalog of Schoot Art Materials
and Miscellaneous School Supplies, now in course
of preparation, will be ready for distribution in
the summer and <iarly fall. A copy will be gladly
mailed to you upon request.
Practical Drawing Company
DALLAS, TEXAS Box 1143 1516 Wabash Ave. CHICAGO
June, 1922] NORTH CAROLINA EDUCATION 23
The University of North Carolina
SUMMER SCHOOL
Thirty-Fifth Session, June 20-August 3, 1922
standard Courses in the Regular Departments of the University.
Cultural and Professional Courses leading to the A.B. and A.M. degrees.
A Modern Department of Education, oifering numerous professional courses.
Academic and Professional Courses of Elementary character for teachers who have not
had previous professional training.
High-Class Recreational Features and Entertainments of an educational character. Lec-tures
by noted Thinkers and Writers. Music Festival and Dramatic Performances.
Graduates of Accredited High Schools and Teachers Holding State Certificates admitted
without examination.
Able Faculty. Moderate Expenses.
Rooms may be reserved any time after February 1st upon receipt of $6.00 for room rent
for six weeks.
Preliminary Announcement ready. Complete Announcement ready May 10.
For further information, address
N. W. WALKER, Director :: Chapel Hill, North Carolina
Asheville Normal andAssociated Schools
SUMMER SCHOOL
Fifth Session, June 13-July 26, 1922
The Summer School of the Asheville Normal is one of the State Summer Schools of North
Carolina.
844 teachers from 18 states and territories attended the 1921 Summer Session.
The Faculty will include regular teachers of the Asheville Normal, and 37 Heads of De-partments
from 19 Universities, Colleges, Teachers' Colleges, Normals, and City Schools.
One. Hundred Fifty-two courses for Kindergarten, Primary, Grammar Grade and High
School Teachers, Supervisors, Principals and Superintendents.
The Campus is 2,250 feet above sea, surrounded by 60 peaks 6,000 feet high. Mount
Mitchell, the highest, is only 18 miles away.
The Asheville Summer School offers teachers educational and recreational opportunities
that are unsurpassed.
Expenses moderate. Dormitory room and board, $40.00 for six weeks. All beds single.
Rooms may be reserved now by forwarding $5.00 of this amount. Good board in private homes
from $8.00 to $15.00 per week. Registration fee is $10 for three courses; $15.00 for four.
Round-trip tickets to Asheville at reduced rates.
Write now for illustrated folder and complete catalog.
JOHN E. CALFEE, LL.D., President :: VJ/ 'V'lSHEVILLON. C.
24 NORTH CAROLINA EDUCATION [June, 1922
Trinity College Summer School
Wednesday, June 21, to Thursday, August 3
The Summer School prompt with its records. Last summer's records from
Trinity went to the State Board of Examiners within ten days after
summer school closed.
The Summer School of limited enrollment. The classes are small enough
to enable the instructors to meet the individual needs of the students.
The Summer School of liberal credits for those prepared to receive them.
All courses otfer college credit ; forty-five per cent offer credit for the
A.M. degree.
Courses for superintendents, principals, and supervisors ; courses for high
school teachers ; courses for grammar grade teactxers ; courses for pri-mary
and elementary teachers.
No Tuition Charg-es for Teachers Reg-istration Fee, $8.00
For detailed announcement, address
DIRECTOR OF SUMMER SCHOOL
COLLEGE STATION DURHAM, N. C.
Why Pay The
MIDDLEMAN?
Why Pay Excessive Freight Rates?
Why Not Buy Direct From Factory?
Why Not Patronize a Southern Industry?
Prices Delivered AnjTvhere in N. C.
Singles Doubles
Nos 1 and 2 $6.75 $9.00
Nos. 3 and 4 $6.50 $8.50
Xos. 5 and 6 $6.25 $8.00
Fronts and Rears $6.00 $7.50
, tleciiatlop Seats ?2.0Q Per Foot.
:-' a:ablet:AKns "5c:Fach. . :
Large Stock Immediate Shipment
Write for Complete Catalogue
The Southern Desk Co.
HICKORY, N. C.
K.^

Hi:
ti
September Issue Will be a "Spelling and Language" Special
NORTH CAROLINA y^
EDUCATIOi
A Journal of Education, Rural Progress
and Civic Betterment
^>,
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ii
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Vol. XVI. No. 10 RALEIGH, N. C, JUNE, 1922 Price : $1.50 a Year
Lowest Club Rate Now $1.25
Owing to tlie greatly increased costs of printing and mailing Xoeth Caeolixa Educatiox,
tlie publisher is impelled to advance the lowest clubbing rate from $1.00 to $1.25 a year. Within
less than eighteen months, our printing costs have increased fifty per cent, the cost of mailing
has doubled, the rate of postage has been increased by the goverimient, and there has been a stiff
advance in office rents. While these costs were m.ounting steadily upward, the one dollar rate was
allowed to stand, but it was at an embarrassing financial sacrifice borne by the publisher himself
solely and alone. Unwilling to believe that the teachers of !N"orth Carolina wish him to print their
journal at such a sacrifice, he makes this moderate increase in the clubbing rate with full confi-dence
that such necessary action will meet their approval and receive in undiminished degree their
cordial support. The regular price for single subscriptions remains at $1.50 a year. The rate for
clubs of two to four is $1.40 each; for ten or more, $1.25 each.
September a "Spelling and Language" Number
It is planned to publish next year several special numbers of iSToHTH Caeolixa Educatiox. The
series will begin with the September issue, which will be a special "Spelling and Language" num-ber.
Linking up with the State-wide spelling contest mentioned by Mr. Latham in this June num-ber,
it will be replete with articles, hints, methods, and devices for producing practical results in
teaching spelling and language. By all means, send your renewal or subscription in time to
receive this September number. And may this be the most delightful, the most refreshing, and
the most profitable vacation you have ever enjoyed. Faithfully yours,
W. F. Marshall, Publisher.
Contents of This Number
SPECIAL ARTICLES page
Don't Forget These Four Things, Miriam
McFadyen 4
,
Durham County Program of Administration
and Supervision, Matilda 0. Michaels and
John W. Can: Jr 8
Get These Two Books 11
Important Articles in Recent Numbers 11
List of Summer Schools tor White Teachers,
A. T. Allen 3
Plan of Teacher Training in High Schools,
A. T. Allen 4
State-wide Spelling Contest, R. H. Latham 3
Teaching History and Civics: in Conclusion,
Win. T. Laprade 10
The Johnson Boy and the Farm School, Roy
H. Thomas 5
To County and City Superintendents, E. C.
Brooks 7
EDITORLUi PAGE
Loans from the $5,000,000 Building Fund 13
Not Yet _ 12
Pith and Paragraph 12
Professional Status of the State Board of
Education 13
Reading Circle Work for 1922-23 12
Revised Classification of Colleges 12
DEPARTMENTS
Advertising 2 and 15-24
Editorial 12-13
News and Comment About Books 14
State School News 15
MISCELLAXEOUS
Eliot and Edison : 9
The Thing that Counts, Henry Ford _ 11
Work,,.ff07irK'--F6ffl4-4--^.:.'.--l..^i^;:.».4.._4-i4 ; W',
NORTH CAROLINA EDUCATION [June, 1922
For JUNE INTELLIGENCE SURVEY use
The Myers Mental Measure
It Gives Every Child a Chance
It is Written in a Universal Language
It is a Single Continuous Scale for All Grades and Ages
TV/n? A QTTX>T"Mr< TV/TTXTTkC! . an examiner's manual to accompany
iViiiiAfe U KiJN Lr MiJN Db. the myers mental measure
By CAROLINE E. MYERS and GARRY C. MYERS, Ph.D.
Head of Department of Psychology, Cleveland School of Education
PUBLISHED MAY, 1922
By the same authors
Form 2 of THE MYERS MENTAL MEASURE
To Alternate with the First Form
A PANTOMIME GROUP INTELLIGENCE TEST
All Pictures—Given AVithout Language
Designed for kindergarten to Grade Six in districts where there are many foreign children. Also for
foreign-speaking adults in schools or factories. No knowledge of spoken English is necessary.
Newson & Company, Publishers
623 So. Wabash Ave., Chicago, 111.
23 So. Wabash Ave., Chicago, 111.
North Carolina Education
Vol. XVI. No. 10 RALEIGH, N. C, JUNE, 1922 Price: $1.50 a Year
COUNTY SUMMER SCHOOLS FOR WHITE TEACHERS FOR 1922
Sixty-four counties in North. Carolina will hold fifty-three
summer schools for white teachers this summer.
The smaller number of schools as compared with the
number of counties listed is due to the joint schools
in which two or more counties participate. The sub-joined
list shows in their order (1) the name of the
county, (2) place where the summer school will be
held, (3) name of the director, and (4) the date of
opening. In a few cases the date or some other detail
is omitted, for the reason that the information was
not at hand when the list was given to the printers.
Alexander—Taylorsville, Horace Sisk, July 10.
Anson—Wadesboro. June 5.
Ashe—West Jefferson, J. A. Abernethy, May 24.
Beaufort—Washington, May 29.
Brunsioick—Southport, Shepard Bryan, June 19.
BuncoTnhe—Asheville, June 13.
Burke—Morganton, H. F. Srygley, June 15.
Cabarrus—Concord, July 17.
Casicell—Yanceyville, C. M. Ramsey.
Catawba—Newton, M. S. Beam.
Chatham—Bonlee, E. R. Franklin, June 19.
Cherokee—Murphy, Mrs. M. A. Witherspoon, June 5.
Clay—Hayesville, June 19.
Cleveland—Shelby, J. H. Grigg, July 17.
Columbus—Chadbourn, Hester Struthers, June 19.
Dare—Manteo, June 14.
Davidson—Lexington, A. V. Nolan, May 29.
Duplin—Kenansvllle, James S. Moore, June 5.
Forsyth—Winston-Salem, Cordelia Camp, May 29.
Graham—Robbinsville, June 19.
Guilford—Greensboro, J. H. Cook, June 14.
Haytvood—Waynesville, Mr. Robinson, June 12.
Hertford—Murfreesboro, June 19.
Bertie.
Gates.
Northampton.
Henderson—Hendersonville, June 8.
Iredell—Statesville, Celeste Henkel, July 17.
Jackson—Cullowhee, R. F. Hough, May 30.
Jones—Trenton, June 12.
Lincoln—July 24.
Macon—Franklin, Laura M. Jones, May 22.
Madison—Marshall, Mr. Blankenshlp, June 19.
Mitchell—Bakersville, Jason B. Deyton, May 8.
Montgomery—Troy, C. Y. Meton, May 22.
Onsloxo—Jacksonville, June 26.
Pamlico—Oriental, June 27.
Pasquotank—Elizabeth City, June 12.
Camden.
Currituck.
Perquimans.
Pender—Burgaw, N. C, June 19.
Person—Roxboro, M. E. Yount, May 29.
Randolph—Ashboro, R. C. Cox, July 17.
Richmond—Rockingham, Kate Finley, June 5.
Rockinghavi—Wentworth, P. H. Gwynn.
Rowan—Salisbury, Katherine Albertson, June 26.
Rutherford—Union Mills, A. C. Lovelace, May 15.
McDowell.
Polk.
Sampson—Salemburg, W. C. Strowd, July 10.
Stanly—Albemarle, J. H. Mclver, June 27 or 28.
Stokes—Danbury, Benj. Smith, July 17.
Surry—Dobson, J. H. Hurst, July 3.
Transylvania—Brevard, C. H. Trowbridge, June 14.
Union—Monroe, Ray Funderburk, July IS.
Wake—Raleigh, J. C. Lockhart, June 13.
Franklin.
Johnston.
Wayne.
Watauga—Boone, Florence Harpham, May 30.
WiZfces—Hays, C. C. Wright, May 29.
YadfcJn—Yadkinville, H. F. Pardue, June 26.
Yancey—Burnsville, C. R. Hubbard, May 22.
APPROVED SUMMER SCHOOLS FOR WHITE
TEACHERS FOR 1922
The following institutions in North Carolina are
scheduled to hold summer schools for white teachers on
the dates and under tlie directors as given
:
Appalachian Training School, No. 1—May 30-July 8, B. B.
Dougherty, Boone. N. C.
Appalachian Training School, No. 2—July 11-August 18,
B. B. Dougherty, Boone, N. C.
Asheville Normal—June 13-July 26, John E. Calfee, Ashe-ville,
N. C.
Cul. Nor. School No. i—May 30-July 8, W. E. Bird, Cul-lowhee,
N. C.
Cul. Nor. School No. 2—July 11-August 18, W. E. Bird,
Cullowhee, N. C.
East Carolina Training College—June 12-August 4, Rob-ert
H. Wright, Greenville, N. C.
N. C. College for Women—June 14-July 25, John H. Cook,
Greensboro, N. C.
State College (A. and E.)—June 13-July 26, Dr. W. A.
Withers, Raleigh, N. C.
Trinity College—June 21-August 3, Holland Holton, Dur-ham,
N. C.
University of N. C.—June 20-August 3, N. W. Walker,
Chapel Hill, N. C.
Lenoir College—June 13-July 25, Q. A. Kuehner, Hickory,
N. C.
Wake Forest College—June 20-August 2, H. T. Hunter,
Wake Forest, N. C.
Out-of-State Institutions Offering Two Summer
School Sessions
George Peabody College for Women, Nashville. Tenn.
University of Tennessee, Knoxville, Tenn.
University of Virginia, University, Va.
Chicago University, Chicago, 111.
STATE SPELLING CONTEST
The Executive Committee of the State Teachers'
Assembly has requested the undersigned to take charge
of the details of the 1922 State Spelling Contest, to be
held during the sessions of the Assembly next Thanks-giving.
Those who expect to enter pupils should send
to me any suggestions that will help to improve the
rules and regulations in force last year. We want to
make the contest worth while and as fair as possible.
Last year we charged $1.50 for each pupil entered.
We did not know that we would have so many children
to enter. It will not be necessary to charge over 50c or
75c per pupil next year.
The receipts and expenditures of the 1921 contest
follow
:
Entry fees of 96 children at $1.50 "each $144.00
Interest 61
$144.61
For 3 Medals _ 31.48
For 3 Pennants 45.00
For Pencils, Paper, etc 6.00
Totals expenditures $ 82.48
Balance on hand $ 62.13
R. H. Latham.
Winston-Salem, N. C, May 17, 1922.
NORTH CAROLINA EDUCATION [June, 1922
PLAN OF TEACHER TRAINING IN HIGH SCHOOLS
By A. T. Allen, State Director of Teacher Training.
Editokial Note.—The following plan for teacher training in high schools has been prepared by Mr. A. T. Allen, and
superintendents interested in it should communicate with him.
Program of Work
One year program of work based on the subjects se-lected
from the elementary curriculum and consisting
of our four types of work, and constituting five forty-five
minute recitation periods daily.
(a) Suhject Matter Courses—Studied for tlieir con-tent,
not for review, but for tlie purpose of
developing a more tliorougli understanding of
these things.
1. History—one-half year.
2. Geography—one-half year.
3. Arithmetic—one-half year.
4. English—one-half year.
(b) Professional Courses.
1. General Pedagogy, or Introduction to Teach-ing.
Consists of defining the different
types of recitation, and how they are ap-plied
to the different subjects.
2. Class Management. Elementary principles
of class management applied to class-room
discipline, school ground management,
plays, games, reports, exercises, children's
clubs, parents' clubs, etc.
c) School Arts, or the Mechanical Side of Teaching.
1. Writing—six weeks.
2. Drawing—six weeks.
3. Public School Music—twelve weeks.
4. Physical Education—six weeks.
5. Industrial Arts—six weeks.
(d) Observation and Practice Teaching—One Period
Every Day.
1. Observation and Conference—six weeks,
2. Group Practice—twelve weeks. Not over
five children in the group.
3. Class Practice—ten weeks.
• 4. Rural Practice—ten weeks.
5. Primary Practice—two weeks.
In addition to the above, there should be a scientifically
planned opening exercise every day, and a conference period
on lesson plans and type of instruction.
Instructors
The instructors in this department should have the
following qualifications
:
(a) Graduate of a normal school, to insure familiar-ity
with the content of the elementary curriculum.
(b) Two years of rural school teaching, to insure a
knowledge of rural school conditions.
(c) Total of five years' exj)erience in teaching to
guarantee special skill in the actual instruction of
children.
(d) Specially certified for this work by the State
Department of Public Instruction, but employed by
the local board of education.
Location
(a) In connection Avith a standard high school of
Class A, that has not fewer than six teachers above
elementary grade.
(b) Located in a jjlace of easy access.
(c) Fed by a large high school population, to insure
continuous attendance, and to insure its being a suc-cess
and not an experiment.
Segregated Room
(a) Room especially fitted up for this work, and
separated entirely from the ordinary discipline and con-trol
of the rest of the school, except in matters of mis-behavior.
(b) Room furnished for this purpose with mimeo-graph,
typewriter, special desks, book shelves, globe,
professional books (200), and materials ordinarily used
in teaching the elementary school curriculum, such as
paper, scissors, paste, etc.
(c) Room to be kept heated on Saturday.
Who Should Attend
(a) Graduates of standard high schools.
(b) People in standard high school with 12 units of
work.
(c) Holders of elementary certificates, Class B.
(d) Graduates of four-year non-standard high
schools.
Certificates to be Awarded
(a) Standard High School Graduation Plus 1 Year
H. S. T. T. Elementary, Class A.
(b) Standard High School with 12 Units Plus 1
Year H. S. T. T. Elementary, Class B.
(c) Holders of Elementai-y Certificates, Class B,
Plus 1 Year H. S. T. T. Elementary, Class A.
(d) Graduates of Non-Standard Four-Year High
Schools (list of schools to be prepared by High School
Inspector), Plus One Year H. S. T. T. Elementary,
Class B.
Maximum and Minimum Number of Pupils
'Not less than 10 and not more than 15.
DON'T FORGET THESE FOUR THINGS
By MrRi.\M McFadyen, East Carolina Teachers' College,
Greenville, N. C.
1. That testing is not teaching. See which you are
doing in your reading and spelling classes.
2. That reading is the ha,sis of promotion in first,
second and third grades. Therefore, come what
may, have two reading lessons a day in those
grades.
3. That to teach you must have the attention of your
cla^s. For one day, grade yourself on this. If
you have the attention of every member of the
class grade yourself 100. If you have the atten-tion
of three-fourths of the class, give yourself
75. So, you see, to barely pass you must have
attention of three-fourths. Are you just passing
or are you doing excellent work?
4. That the school is for the pupil and not the teacher.
So let the pupil do some of the talking.
5. That you can't teach anything you don't Jcnotv your-self.
If you can't work peaceably with the other
teachers, don't try to teach the children not to
fight on the playground.
An early mail service has been arranged at N'orth-western
University, which enables the co-eds to receive
letters before attending their 8 o'clock classes. This
step was introduced to relieve the students of the ten-sion
of waiting through the first hour for news from
home.
June, 1922] NORTH CAROLINA EDUCATION
THE JOHNSON BOY AND THE FARM SCHOOL
By Roy H. Thomas, Supervisor of Agricultural Education for North Carolina
Comfortably seated before a log fire, Mr. Johnson
was reading a copy of Dairy Farming, by Eckles and
Warren.
"Come in," lie greeted. "'Mighty glad you came;
I want to talk with yon about something that has been
worrying mo for several days."
"Farm products not bringing enough to j^ay the cost
of production ?" I asked.
"No, not exactly. Last fall a course in vocational
agriculture was introduced in our school. My boy
Sam, fifteen years of age, enrolled in the course. The
boys are making a special study of animal husbandry
this year, and in order to put into practice the princi-ples
he learns in the classroom, I agreed to let him
have entire responsbility of the care and management
of my herd of fifteen dairy cows. I believe he calls
it his home project.
"One of the first things he did was to place scales
and a sheet, on which he recorded the amount of milk
given by each cow, in the barn. Then he took a sam-ple
of milk from each cow and carried it to the school,
where he found out the butter fat content. Well,
I didn't object to this, but I thought he was doing a
lot of useless work.
"A few weeks later he came home from school and
said, 'Dad, I am going to change the feed of the cows.'
He said that I had not been feeding the proper pro-portion
of each feed and as a result the cows were not
getting a balanced ration. Also, he said that some
cows were not getting enough feed and others were
getting too much. I have been feeding cows for fif-teen
years and I thought I ought to know what to
feed them. But he went ahead and in about six weeks
our milk supply had been increased by one-third."
"Well, that isn't all. Last night he came and said
that he wanted to sell four of the cows. He said they
were "boarders" and that they didn't produce enough
to pay to keep them. I came pretty near telling him
that I would take charge of the herd again. However,
I decided to study over the matter a little. This
morni^ig he left his record book, which contained a
complete record of what each cow had done. Right
there in black and white were the accounts to show
that within the past six months it cost eight dollars
more a mouth to feed and care for the four cows than
the amount received for their milk. I certainly was
surprised for two of the four cows were the best look-ing
ones in the herd."
Pointing to a copy of Dairy Farming lying on a
table, where he had placed it when I walked in, he
said, "Today, I have read this book from cover to cover
and several bulletins on dairying which the boy left.
All the information seems to indicate that the boy is
right."
Looking at his watch, Mr. Johnson said, "A short
course is being given on hogs and dairying at the
school for adult farmers. It is- about time for the
afternoon meeting. Wouldn't you like to go ?"
He continued, "I understand that an expert of the
State Extension Service will give the lecture today.
When he finishes I am going to ask him to come home
with me and look over the situation to see if the boy is
right. But I certainly don't want to sell those cows
;
they are the prettiest in the herd."
We started to the school. When passing the barn
lot he pointed to a purebred Jersey bull, "Our teacher
of agriculture got us interested in improving our herds.
We formed a breeders' association and bought this
bull, which is owned by the farmers of the community.
Next year the forty or fifty calves produced in the
neighborhood will all be either purebred or at least
half Jersey."
This conversation took place two years ago. Last
week I visited the school again. A short course was
in session, and Mr. Johnson was there.
Mr. Johnson greeted me saying, "The boy was right.
We sold not only the four cows but two more, and
replaced them with better producers. We have the
community bull to improve the herd. Sam had charge
of the herd two years. The first year he made $420
more from the same number of cows than I had made
the previous year, and the next year the amount ^vas
raised to $610."
I inquired about Sam. "He entered the State Agri-cultural
College last fall. He is planning to come
back when he graduates and take charge of the farm,
and I am attending the short course to learn how to
keep the herd up to standard until he returns," Mr.
Johnson answered.
Pointing to the agricultural building—I thought
there was a slight tremor in his voice—he continued,
"My prayer for years has been that one of my boys
would take charge of the farm. The agricultural work
was the means of getting him interested in farming
and bringing him back to me."
On this visit I learned something of what the voca-tional
agricultural work of this high school is doing
to train boys and girls for life on the farm, improv-ing
farming conditions and making the community a
better place in which to live.
This school is located in the open country, five miles
from the nearest railroad or village. It is one of the
oldest schools in the county. The enrollment for years
had been about one hundred pupils with twenty in the
high school, and five teachers to do the work. The
buildings were poorly lighted, heated and ventilated,
and not sufficient room. The instruction was con-fined
within the four walls of the schoolroom, unre-lated
to real life. New teachers came on the job,
remained a few months, closed the school and left.
Each year there was a change of teachers; each year
there was the exodus of boys and girls to the cities.
In fact, the school and community was in a rut, and
the old status of ailairs seemed destined, like Tenny-son's
brook, to "go on and on forever."
Not so. Three years ago a meeting was held at the
school to consider the introduction of a department
of vocational agriculture, conducted according to the
provisions of the Smith-Hughes Act, and supervised by
the State Board for Vocational Education. The con-sensus
of the meeting was that the school was not
meeting the needs of the community. The boys and
girls were not interested in farm life and they left home
as soon as they could. Something was wrong. If the
agricultural work could do anything toward preparing
the children for life on the farm and making them
more contented with this life, they wanted it.
The work was started. A young graduate of the
State Agricultural College, who lived in the commun-ity,
was asked to leave his farm and take charge of
the work. One of the first tasks of the teacher was to
make a farm management survey of each farm in the
community. His idea of the course in agriculture was
that the pupils should he taught the things that would
6 NORTH CAROLINA EDUCATION [June, 1922
enable them to farm successfully in that community.
The farm survey gave detailed information concerning
the status of farming; it gave the stronf^ points and
the weak ones of the local system, a reliable diagnosis
which enabled him to know where to strike first.
Then the course of study was based on local needs,
guided and directed by the best methods of procedure
as determined by the State Experiment Station and
the U. S. Department of Agriculture, and reinforced
by the assistance of certain phases of farming. The
farms of the community became the jiiupils' laboratory
and the instruction was composed of the problems of
the farm from the time the pupil entered school until
it closed.
The agricultural dejjartment offered something for
every person in the community. Twenty-two high
school pupils were enrolled in the all-day courses.
Twenty girls had been placed in a special class to re-ceive
instruction on poultry and the care of milk. A
three months short course was in session for adult
farmers. The farmers met twice a week and the in-formation
was confined to three of the farm problems
that needed attention in the community. The teaching
was done by experts from the State Agricultural Ex-tention
Service. These experts remained in the com-munity
several days after the lecture to visit the homes
of the farmers, and to assist with individual problems.
It is interesting to note how the demand for the
short course arose. The previous fall three of the
members of the agricultural class exhibited their hogs
at the district fair, competing with the leading swine
breeders from three counties. The boys won all the
j)remiums. Some time after the fair closed a group
of farmers were discussing the achievement of these
boys. One farmer said : "How did they do it ?" "I'll
tell you," responded another farmer, whose son was a
member of the class, "they fed and managed those hogs
according to instructions received in the classroom."
A third farmer spoke, "If the agricultural work can
help the boys that much we ought to get some benefit
from the same instruction." They all agreed. The
next month the class started.
The women were not neglected. Twenty-five farm
women were meeting once a week to learn the best
methods of raising poultry and growing a home garden.
The agricultural teacher is on the job twelve months
in the year. His efforts in the summer are devoted
mostly to sui:)ervision of the boys' projects and giving
advice and assistance to farmers. Records show that
during the past two years the teacher has served 512
farmers who asked for advice. The following, taken
from a page of the teacher's diary for January, indi-cates
the many and varied community activities
:
Advised the testing of seed ; advised the variety of
corn to jjlaut ; showed two farmers how to prune and
spray orchard ; advised farmers to do early spring
plowing; showed farmer how to vaccinate his hogs;
advised treatment of chickens for the vertigo ; advised
how to prevent gapes in chickens; advised how to pre-pare
soil for planting white potatoes ; advised farmer
to sow spring oats and vetch; advised farmer how to
balance rations for hogs; tested soil for acidity; advised
the sowing of spring oats and vetch ; helped draw plan
for dairy barn; ordered hog cholera serum; advised
variety of white potatoes to plant.
Through the teacher, purebred animals, seeds and
improved machinery have been introduced into the
community, and livestock associations have been
formed. Some of the things introduced in the com-munity
as a result of the work of the teacher are
:
purebred livestock, consisting of 60 cows, 78 hogs, 250
chickens, 40 beef cattle, five bulls; new strains of seed
corn, wheat, cotton and rye; two tractors; motor culti-vator
; and five home electric lighting plants.
On the school grounds there stood two school auto
trucks, the foe that had sounded the death-knell for
five inefficient one-teacher schools. Consolidation and
transportation had been the means of increasing the
• high school enrollment from fifteen to sixty pupils.
When the lecture for adults had ended and the farm-ers
were starting home, the teacher said, "Mr. Turner,
we shall expect you to show the boys how to cull poul-try
tomorrow." Mr. Turner had been a breeder of
jiurebred chickens for ten years, and he was going to
give the boys the benefit of his experience by showing
them what kind of chickens to cull out of the flock.
When asked about the agricultural work, Mr. Turner
said, "We have a good school. A good school for coun-try
people is one that teaches the things that boys and
girls need to know, and one that helps the older peoj)le.
If this agricultural work does nothing more than to
cause the boys to have purebred livestock on their farms
when they engage in farming, it will have served its
purpose. After receiving this instruction on the value
of purebred animals and observing the dift'erence be-tween
the purebred and the "scrub," I don't believe
they are going to be content with anything but the best
animals on their home farms. We hear so much talk
about how to get purebred animals on the farm. Well,
if an agricultural department would be placed within
the reach of every farm boy, I don't think we would
need to bother about that problem any longer, for it
would solve itself."
Here is what one of the pupils has to say, "I am a
boy who could never get interested in the academic
courses of study and I think I am in a class with the
majority of country boys, so far as that is concerned.
I went to school and did just enough work, which was
not much, to get from one grade to another. I real-ized
that I didn't like the studies we had and I was
always willing to risk any kind of change. When the
school put in vocational agriculture I was one of the
first to take up the work. I did not know what I was
getting into, but I do know what I had been iyto. It
was only a short time until I found myself in the midst
of a subject that really had life to it. I am now a
hapjjy school boy in the truest sense of the word. Life
is broader, fuller and more interesting because I have
found something that I love."
What vocational agriculture has done for this com-munity
is typical of what the work is helping other
communities in North Carolina do.
During the year 1919-20, 514 boys and girls in these
schools studied the fundamental princiijles of farming
in the classroom and then put into practice the informa-tion
they gained by growing crops, raising livestock,
caring for the orchards, etc., on their home farms.
The 514 pujjils made from their home projects or
practical work a total income of $77,321.02. The
average income of each pupil was $150.43.
The practical work for this year consisted of the
growing of 665 acres of crops and caring for 3,965
animals. Did the instruction which these pupils re-ceived
enable them to secure larger yields per acre at
less cost than the farmers in their respective com-munities?
Take corn for example. A careful survey
of nine hundred farms, in the communities in which
the schools are located, showed that the average yield
of corn was twenty-six bushels per acre. The agri-cultural
pupils in these communities made an average
June, 1922] NORTH CAROLINA EDUCATION
of sixty-five bushels per acre. As the pupils were
farming under the same natural conditions as their
fathers, this increase is attributed to the use of better
methods. ,
What are some of the things the schools are doing
for the i^eojjle in these communities ? This past win-ter
short or winter courses were held for adult farm-ers.
These schools were in session from two to three
months, meeting from two to five times a week. Four
jiundred and twenty farmers took the work. The in-struction
in each community was centered on one or
two problems which needed attention. Each farmer
attending the course is putting into practice on his
home farm, under the supervision of the teacher of
agriculture, some of the princij)les taught in the
classroom.
A tabulation of the community service activities of
the agricultural teachers for last year shows that they
gave advice and assistance to 1,625 individual farmers.
A total of 321 farmers' meetings were held with a
total attendance of 3,200 people for the purpose of dis-cussing
agricultural problems. Last fall community
fairs were held in twenty-seven of these schools with an
attendance of 49,710 people.
Vocational agriculture is beginning to make the
rural high school what it should be—a school for
country people. It is taking the "shun" out of educa-tion
for hundreds of boys. It is salvaging hundreds
of country boys, who have been wrecked upon the
shoals of our inadequate, unrelated-to-life rural schools,
and it is preparing them for happy and efficient citi-zenship
in the country.
Vocational agriculture shows country people the
inadequacy of the old systems. It is the antidote for
the inefficient rural school whose curriculum is based
upon "the shadows of the shades of learning," and
whose instruction is confined within the four walls of
the schoolroom. The echoes of "How to keep the boys
on the farm" being drowned by the shouts of "I want
to stay" from the boys who are learning that the farm
is a good place on which to live.
TO COUNTY AND CITY SUPERINTENDENTS
By E. C. Brooks, State Superintetiderit Public Instruction.
1. It was foreseen by the Special Session of the Gen-eral
Assembly that the State fund will not be sufficient
to j)ay any jjart of the salaries of County Superin-tendents,
Assistant Superintendents, "Suj^ervisors not
otherwise j'l'ovided for," and principals of elementary
and high schools, for the year 1922-23. Therefore, all
counties not drawing from the Equalizing Fund for
1922-23 must provide in their budgets for this expense,
and superintendents should be guided accordingly in
l)reparing their budgets.
2. The State Equalizing Fund for 1922-23 is the
same as for the year 1921-22, that is, approximately
$850,000. A county that could not qualify to draw
from the Equalizing Fund in 1921-22 will not be
entitled to draw from this fund in 1922-23.
3. The same tax rates legalized or authorized by
the Special Session of the General Assembly of 1921
are the tax rates required to be levied inl922-23 before
counties may draw from the Equalizing Fund. (See
Section 1 of An Act to Validate Tax Rates, Chapter 5,
Special Session, 1921). Counties should not be misled
to believe that 39 cents is the maximum rate, except
for those counties designated by law.
4. Since the tax rates will be approximately the
same and since the Equalizing Fund will be the same,
it is necessary for counties entitled to draw from the
Equalizing Fund to prepare their budgets so as to run
the schools next year on approximately the same
amount of money required for the j)ast year. Many
counties will receive less from the Equalizing Fund
next year when they comply with the provision of
this section. The State salary schedule will be the
same, but in order to pay according to this schedule
the State Board of Education has passed a regula-tion
that the Equalizing Fund for 1922-23 will he
distributed on the following basis
;
Two teachers will be allowed for not less than
thirty-eight pupils in average daily attendance, three
teachers for sixty-five pupils, four teachers for one
hundred pupils, and one additional teacher for every
thirty additional i)^ipils. But if the average attend-ance
in counties not drawing from the Equalizing
Fund shows a higher attendance than thirty-eight for
two teachers, the high average will be taken as a basis.
Therefore, counties should, so far as possible, adopt
an average of forty pupils as a basis for the first two
teachers. This will be safe.
5. By adopting forty pupils as a basis for the
first two teachers a great saving will be effected and
we shall have surplus enough, perhaps, to pay that
part of the salaries of superintendents, principals,
and sui")ervisors, for 1921-22, as authorized by law,
and I am authorized by the State Board of Education
to say to the counties that the surplus will be applied
to these purposes.
6. In providing for high school instruction in the
future it will not be wise for superintendents to plan
for two high schools in the same townshijDS or two high
schools within about five miles of each other, unless
the number of pujjils in each is gi'eat enough to justify
a standard high school of the highest class in each.
The cost of multiplying small high schools located close
together is too great. Superintendents can transfer
high school jjupils from -schools within a radius of five
miles and more, reduce the cost of running the school,
and provide better high school instruction. While this
does not apply to counties not drawing from the Equal-izing
Fund but only to those expecting aid from the
State, it would he wise for all counties to follow this
rule at this time when we are at the beginning of build-ing
rural high schools. If the counties persist in
locating small high schools close together with high-salaried
principals, it may be necessary for the State
to estimate the number of teachers required to give
proper high school instruction to all high school pupils
of a township or of a given area and allow salaries
from the Equalizing Fund for only one principal,
and a sufficient number of teachers based on the number
of high school pupils enrolled. This will not affect
many counties at present but it will be a guide to
county superintendents in building high schools for
the future.
Life, as I see it, is not a location, but a journey.
Even the man who most feels himself "settled" is not
settled—he is probably sagging back. Everything is in
flux, and was intended to be. Life flows. We may live
at the same number of the street, but it is never the
same man who lives there.
—
Henry Ford, in McC'lure's
Magazine for May.
NORTH CAROLINA EDUCATION [June, 1922
THE DURHAM COUNTY PROGRAM OF ADMINISTRATION AND
SUPERVISION
By Miss Matilda 0. Michaels, Elementary Supervisor
and
John W. Cakr, Jr., County Superintendent of Schools.
There are in the county system of schools twenty-nihe
white schools. In working for more eifective supervi-sion
of the Durham County schools twenty-sis of the
typically rural schools have been arranged into eight
group centers. The wisdom of this plan is evident
when you consider that if one day is spent at each
school, it takes more than five school weeks to visit
these schools.
A group center school has been chosen usually be-cause
it is the largest school in a given vicinity, it has
desirable location, and is imbued with a progressive
sjjirit. These schools are the models for the surround-ing
smaller schools, and concentrated effort is jjvit
forth to make them shining examples both in equip-ment
and methods of instruction. During the fall
term a day was set aside for demonstration teaching in
these schools. The smaller schools were closed, and
the teachers came into these larger schools to observe
the teaching of recitations prepared according to the
best pedagogical methods. "While the teachers of the
group center schools have been studying and planning
their work for demonstration lessons, the visiting
teachers have not been idle. They have been assigned
definite work in various reference books found in the
supervisory library of Durham County in order to be
able to discuss intelligently the work observed. In the
morning hours the responsibility for the success of the
meeting was in the hands of the home teachers; in the
afternoon conference which followed the demonstration
teaching, the tables were turned and the visiting teach-ers
jjlayed their part in leading the discussions. As a
result of these conferences teachers have been strength-ened,
and a livelier interest aroused in methods of
teaching.
The goal of supiervision has been to develop) a higher
degree of skill in teaching, but special em.phasis has
been j)laced upon the teaching of arithmetic and read-ing
since these are the tool subjects. Then, too, the
results of the educational tests and measurements given
in 1920-1931 showed that better methods of teaching
both reading and arithmetic were imperative if the
county standard was to be raised.
The first step taken for the improvement of teaching
reading beyond the improvement of the mechanics of
reading has been to get more joy out of a lesson, to
give a better social setting by forming voluntary read-ing
groups in which the pupils enjoy hearing one
another read and tell stories.
To encourage appreciation of the beautiful in litera-ture
and to inspire a greater need and desire to read,
"Children's Literature" was selected for use and pro-fessional
study among the teachers.
In the teachers' meetings the teachers have taught
poems, told and dramatized stories as they would to
their classes. They have been encouraged to use this
book daily in their classes.
To encourage more independent and silent reading
among the pupils credit has been given for outside
reading, provided that the pupils have satisfied the
teachers that they have read and enjoyed these books.
In the primary grades the required number of books for
credit is five; in the grammar grades, eight; and the
high school, ten. As a reward for having read these
books Reading Certificates have been given at the
group center commencciuents to those who have met the
requirements.
This reading campaign in the schools has been a
decided success. Each white school in the county has
at some time had State and county aid in securing^ a
library, but the present supply of books was found to
be inadequate. Fifteen schools have raised funds
enough to supplement their original libraries. The
other schools have obtained books from the Durham
Public Library. Reading of these books has not been
confined to the piupils, but when carried into the homes,
the parents of the children have read them also. A
partial report on the number of books read by piipils
alone show that 9,337 books have been read. To date
665 reading certificates have been given at the group
center commencements. This does not include certifi-cates
to be given in May at the closing of the suburban
schools.
As a part of this campaign a •\\'ider range of reading
and a greater desire to read has been created by having
in the schools more than one set of readers. In this
way, too, sujjplementary reading relating to school work
is being introduced, and the isolation and lack of books
so often found in rural homes are being overcome. The
noticeable result of this campaign has been shown by
the scores made in the reading tests which were given
recently. Those schools which have emphasized this
outside reading have more than doubled their scores in
rate and comprehension.
In the group center schools Studebaker Practice Sets
have been placed for more effective drill work in
arithmetic. In teaching arithmetic the object has been
to see that the pupils gain a correct number concept,
to establish right habits of work, .speed, and accuracy
with the four fundamentals; then to apply this knowl-edge
in useful, practical and vital problems. The re-sults
of the spring tests in arithmetic show that this
emphasis has been decidedly worth while.
The significant features of the supervisory program
may be summarized in the words "a campaign for the
improvement of reading and arithmetic teaching in the
schools." Practically all supervisory work has been
concentrated on this aim. At the group center meet-ings
demonstrations in teaching reading and arithmetic
were given ; in the assignments for the conferences fol-lowing
each demonstration the same thing was empha-sized
; the professional study was made to fit -in with
the main aim ; educational tests and measurements were
used in the fall to show the necessity for improvements
in arithmetic and reading ; the tests in the spring have
been used to measure the progress which has been
made; very extensive reading on the part of the chil-dren
has been encouraged by giving certificates of dis-tinction
; drill work on the fundamental processes in
arithmetic has been emphasized through the use of the
Studebaker Practice Sets; and the desirability of using
practical arithmetic problems to supplement and sup-plant
those give in the book has been emphasized in
circular letters; good problems that can be used as
supplementary material have been mimeographed and
sent to the teachers. By attempting impirovement in
teaching or reading and arithmetic more has been
June, 1922] NORTH CAROLINA EDUCATION
accomplished tlian if tlie reform of the whole curricu-lum
liad been attempted.
The purpose of the group center meetings held in
the fall was to raise the standard in teaching and to
show the teachers of the smaller scliools the advantages
of school consolidation. The program of the spring
has been a continuation of these ideas with the broader
aim of increasing community interest in the schools
through the group center commencements.
For conducting these rallies the eight groiip center
schools have been hosts to the children, teachers, and
patrons of their own immediate vicinity and the
neighboring community.- The first part of the school
day has been set aside for the observation of the
regular school work by the patrons. A speaker has
been secured to bring to the people a message which
woidd further the cause of education. A picnic dinner
has been served on the grounds, and the people of
nearby conununities have renewed and made ties of
friendship.
In the afternoon the contests, the preliminaries for
the county commencement, have been held. These
contests have all been an outgrowth of the regular
school work and have consisted of an arithmetic con-test,
a spelling match, a reading contest, a story-telling
contest, and a singing contest.
In the arithmetic contest the most accurate and rapid
workers in the four fundamentals have been chosen to
represent their schools. These selected pupils then com-peted
with one another to determine who could make
the highest score in accuracy and rate of work. The
denomination of these scores depend upon the number
working. If there are six workers, the accuracy score
for each example will always be six and the rate score
will range from six to one, the highest score of six
being given to the first to finish, the next score of five
to the second one finishing, and so on to the last one
who gets a score of one. The scores in both rate and
accuracy are then added and the contestant making the
highest total score is the winner of the contest.
In the spelling match each school is entitled to two
spellers for each teacher it has. This match continues
for fifteen minutes, and all children who are standing
at the close of the match are entitled to take part in
a match at county commencement.
Throughout the year silent reading has been empha-sized
; but in order that it may not be overemphasized,
an oral reading contest is given a place on the group
center commencement program. Each school is allowed
one contestant who may read any selection from the
reading material of his grade not to exceed three min-utes
in length. The contestant who most naturally
brings out the thought and feeling of the selection he
attempts has been chosen to represent his group center
in the county commencement.
The stories in the primary story-telling contest have
been selected from the reading books or stories used
during the year.
The singing contest consists of selections taken from
the song books adopted in the county. Each school
may have from twelve to twenty-four representatives.
Instrumental accompaniment is permitted, but as some
of the schools are without musical instruments, only
the singing has been considered in choosing the winner.
Athletic contests such as pole vaulting, jumping and
racing have been held. A play period for both the boys
and girls has been arranged. Such games as "Fox and
G-eese," "Dodge Ball," and "Potato Eace," have been
used.
The group center commencements have not only
served as preliminaries for the county commencement
but have served to develop a deeper interest in ediica-tion
and a wider community spirit. Thus the con-tests
of the county commencement were an outgrowth
of the group center commencements. The larger schools
as East Durham, West Durham, Lakcwood, and Lowe's
Grive, did not compete in the reading and story-telling
contests, but contested among themselves in a recitation
and dramatization contest. Athletic contestants chosen
at the group center rallies competed as groups against
these larger schools. This gave the smaller schools a
fair chance with the larger ones. Suitable prizes pro-vided
by the Durham County Teachers' Association
were given for each contest. The athletic jJennant was
won last year by West Durham. This same jsennant
was awarded to the school winning at the county com-mencement
and shall finally belong to the school win-ning
three consecutive times. The county commence-ment
stands out as a red letter day in the year's work.
It means that the schools of the county are brought to-gether
as a unit. It means also that they are swing-ing
into a greater day educationally.
The significant features of the Durham County pro-gram
of supervision and administration are: (1) the
campaign jjlan for improving teaching through the fo-cusing
of all supervisory agencies on the better teaching
of arithmetic and reading. The group center teachers'
meetings, the reading circle work, the use of tests and
measurements, and the group center commencements
all contributed a part to the main aim of our sujjer-visory
program; (2) the use of the grouj) center com-mencements
as preliminaries for a county commence-ment
with the purpose of unifying the county for
educational progress; (3) the iise in the commence-ments
of contests which are closely connected with
the actual work of the schoolroom.
For the final commencement the buildings and
grounds of Trinity College were placed at the disposal
of the county authorities. The enthusiastic rally which
was held there made the people of the county realize
that their school system is a large and important insti-tution;
it increased the interest of the j^eople in their
schools.
No one jDerson can claim the credit for the execu-tion
of the Durham County plan. It originated in
the mind of the former county superintendent, it was
expanded and carried out through the cooperative
efl'orts of the entire teaching force. Without the loy-alty
and enthusiasm of the principals and teachers of
the schools, the whole jA&n would have been a dismal
failure.
ELIOT AND EDISON
Dr. Charles W. Eliot, president emeritus of Har-vard
University, celebrated his eighty-eighth birthday
by doing his regular day's work. Edison, seventy-five,
confessed somewhat shyly to being a few minutes late
for office because his family was "celebrating."
Two men, both long past the age when most men
are useful, continue to live and work and make the
world better. How do they do it? A stagnant pool
is one into which no water flows^ from which no water
runs. A fresh, clear pool is one into which water runs
and from which water constantly flows. Edison and
Eliot have minds through which thought, ideas, pic-tures,
conceptions constanly flow. To stay young, read,
think, educate your brain. You will never be an Edi-son
or an Eliot, probably, but you will be of use, and
live long enough to make that use count in proportion
to what you know, what you learn, to what purpose
you use your brain.
—
Capital News Service.
10 NORTH CAROLINA EDUCATION [June, 1922
TEACHING HISTORY AND CIVICS: IN CONCLUSION
By Wm. T. L.\pkade, Department of History, Trinity College. Durham, N. G.
"We have attempted to cover in the monthly articles
this year the problemLS of plaiaiing the work for a
course in history or civics for the high school. Per-haps
it will be helpful to summarize in conchislon the
points that have been made in the course of the year.
In the outset we considered the necessity of viemng
the subject to be taught as a whole before undertaking
to plan the work in detail. The average course in his-tory
or civics is purposeless and ineffective enough at
best, and it is all too improbable that it will take any
definite shape at all without some premeditation and
forethought by the teacher. So we concluded that the
first task of the teacher is to adopt a definite aim and
purpose and to formulate a plan for tha year designed
to effect that purpose.
Each several lessons would then naturally be planned
with a view of making it contributory to the accom-plishment
of the purpose adopted. The lessons would
be assigned not necessarily as the author of the text-book
might have organized the subject but rather as
the teacher might determine, having regard to the aim
adopted and the purpose to be served. It is difiicult
to place too much emphasis on the importance of this
jjroliminary forethought if a teacher of history or
civics is to do effective work for the time being and is
to receive a maximum of benefit from exj)erience. In
the absence of a definite plan and purpose formulated
in advance there is no very clear criterion by which to
test the success of the course, and it is accordingly diffi-cult
for the teacher to see wherein has lain the weak-ness
or strength of the work.
Granting the necessity of a general plan of the work
of a course for a year or term, it is obviously quite as
essential that each lesson be planned in advance and
that work assigned to the pupils be correlated with that
plan. No teacher can do the best type of work with-out
spending as much or perhaps more time in this
preliminary planning for the class exercises than is
spent in checking up the results in the way of recita-tions,
papers, and the like. In the midst of the neces-sary
routine of these latter tasks, we are sometimes
tempted to lose sight of the fact that the primary
function of a teacher is to teach, that is to stimulate
thought and reading on definite questions, to induce, in
other words, the pupils to engage in study and in
other helpful educational exercises and not merely
to keep a check-list of work done and results ac-crued.
Because the central problem in teaching history
and civics is the process of planning lessons in a
practical and helpful way, we have devoted a large
portion of the space used this year to this subject.
We considered the general problem of the lesson plan
and then in turn the specific problems involved in
planning lessons on two general topics in American
history. An effort was made to keep these considera-tions
of special topics general in character lest the
purpose of the discussion be defeated. Wo made no
attempt therefore to frame a p)lan of the sort that a
teacher might actually take into a class room and use.
It would have been comparatively easy to construct
plausible lesson-plans of the type suggested in these
articles. Indeed the author of the articles requires
that each member of his classes in the teaching of
history and civics construct a tleast ten such plans in
the course of their work in the course. He did not
history and civics construct at least ten such plans in
these articles because a lesson-plan ought not to be-come
stereotyped or standardized. The same plan
could scarcely be used with profit by two different
teachers, and the same teacher probably ought seldom
to use the same plan with different classes. The plan
ought usually to be made to order by the teacher who
is to use it specifically for the class with which it is
to be used.
If no other point has been made clear in the course
of these articles, the author hopes that every thought-ful
teacher who has read them has appreciated this
last one. Since too much emphasis cannot be placed
on it, let us try to restate it briefly in conclusion. The
task of a teacher of history or civics is not so much to
cover a given allotment of subject-matter as it is to
induce in the pupils taught ability to understand the
subject-matter and sane and honest habits of thought on
social questions in the past and in the present. The
pupils are always the objects of first consideration.
The text-book is but an aid in the education of the
pupil; the primary task of the teacher is to serve the
pupil. Therefore, the course should be organized and
presented in a way to meet as far as possible the
peculiar needs of the pupils to be taught, the lessons
planned with a view of interesting and instructing
them. The test of the success of the course and of each
of the several lessons is measured by the effectiveness
with which it interests and instructs the pupils. ISTo
plan, therefore, is useful to any teacher which that
particular teacher is unable to use effectively with the
pupils for whose instruction he is immediately re-sponsible.
These facts explain why these articles have at times
seemed less specific than some teachers who have read
them may have liked. The author desired to be help-ful
to a maximum degree in the long run, and he was
fearful of leading some astray fundamentally if he
had attempted to be immediately helpful to others in
too many concrete details. If he has been at all sug-gestive
in a way that has been practical to teachers
actually at work, the trouble these articles have cost
has been amply remunerated.
WORK
The natural thing to do is to work—to recognize
that prosperity and hapipiness can be obtained only
through honest effort. Human ills flow largely from
attempting to escape from this natural course. I have
no suggestion which goes beyond accepting in its fullest
this principle of nature. I take it for granted that
we must work. All that I have done comes as the
result of a certain insistence that since we must work,
it is better to work intelligently and forehandedly ; that
the better we do our work the better off we shall be.
All of which I conceive to be merely elemental common
sense.
—
Henry Ford, in McCIure's Magazine for May.
IMMATERIAL
The oflice stenographer was mentally upset over her
inability to spell "graphic." "How do you spell
graphic, with one 'f or two?" she asked. "If you are
going to use any," the genial boss replied, "you might
as well use two."
—
American Boy.
There can be no such thing as an equal educational
opportunity for the youth of a State of ISTation until
every child has a thoroughly prepared and efiicient
teacher.—Resolution jSTo. 9 by the Department of
Superintendence, N. E. A.
June, 1922] NORTH CAROLINA EDUCATION 11
IMPORTANT ARTICLES IN RECENT
NUMBERS
In recent numbers of Xortii Carolina Education
there have appeared several impoftant articloSj the
timeliness of which encliiros beyond the mere month
of their publication. Some of those articles, which
few, if any, readers of North Carolina Education
will wish to miss altogether, are, for convenience in
locating and procuring them, listed below by months.
So long as there is a supply of these numbers
available, they will be mailed postpaid for fifteen
cents each. Send remittances to North Carolina
Education, Raleighj N. C.
SEPTEMBER, 1921
Duty of School Officials to See That School Funds Are Kept Separate.
By E. C. Brooks.
Knell of the Old Toll Gate—Suggestion for a School Project. By
W. F. MarsBhall.
Use of Text-books in Teaching History. By W. T. Laprade.
OCTOBER, 1921
County Government and Public Education. By E. C. Brooks.
Outline for Study of Bonser's "Elementary School Curriculum."
Chapters I to V. My Mrs. T. E. Johnston.
Planning the Work of a Course in History. By Wm. T. Laprade.
The Second in a Series of Articles on Planning Work in History and
Civics.
School Management Course in Union County Summer School. (A
Committee Report by Ben M. Williams )
Teaching Poetry in the Grades (With a number of poems to be
taught.) By Susan Fulijhum. This is the first in a series of articles,
the second and following articles consisting of poems for study by the
grades.
NOVEMBER. 1921
Distinctive Work and Plans of the Hendersonville Teachers. By
A. W. Honeycutt.
How to Issue and Market School Bonds to the Best Advantage. By
S. Wade Marr.
Outline for Study of "Public School Education in North Carolina."
By E. W. Knight.
Plan for Study of Clark's "Physical Training in the Elementary
Schools." By Susan Fulghum.
The Lesson Plan in History and Civics. By W. T. Laprade. Third
article in the series.
Teaching Poetry in the Grades—II. By Susan Fulghum. Poems for
Study and Memorizing by the Second Grade. Miss Fulghum's intro-duction
to the series will be found in the October number and should
be missed by no teacher who uses this series of happily chosen poems.
The series is concluded with the fifth article in the February issue.
DECMBER, 1921
A Unique Consolidation, James E. Holmes.
Assigning a Lesson in History or Civics, Wm. T. Laprade.
Community Service as an Aid to Language, Nannie E. Pigg.
Our Army of Illiterates, Elizabeth Kelly.
"Psychology of Subnormal ChiMren" Outlined, Hattie S. Parrott.
Outline of "Bonser's Elementary School Curriculum," Mrs. T. E.
Johnston.
See Europe If You Must, But See Western North Carolina First.
John J. Blair.
Studying Trees and Shrubs at the County Fair, Cordelia Camp.
Teaching Poetry in the Grades—III, Susan Fulghum.
The Wilson County Idea, E. C. Brooks.
The Great Work of the Double-Barred Red Cross, Florence Chapman
Williams.
Thirty-eighth Annual Session of the North Carolina Teachers'
Assembly, E. C. Brooks.
JANUARY, 1922
New School Legislation Enacted by the Special Session of the Gen-eral
Assembly, E. C. Brooks.
Planning a Lesson in History, Wm. T. Laprade.
Program for Temperance and Law-or-Order Day, Mrs. T. E. John-ston.
Shall the Bible Be Taught in the Public Schools? W. A. Harper.
Teaching Poetry in the Grades—IV, Susan Fulghum.
The Rural Schools of Macon County, Nannie E. Pigg.
FEBRUARY, 1922
Buncombe Principals in a Project, F. L. Wells.
Outline for Study of Bonser's "Elementary School Curriculum," Mrs.
T. E. Johnston.
Projects in First and Seventh Grades at Weldon, W. B. Edwards.
Report of the North Carolina Text-book Commission.
Teaching Poetry in the Grades—V, Susan Fulghum, concluding the
series
The American Revolution: A Lesson Plan, Wm. T. Laprade.
Using the School Paper for a Project, Nannie E. Pigg.
MARCH, 1922
Books Adopted for the Public Schools, E. C. Brooks.
How the School and the Local Paper May Help Each Other, Winnie
Davis Leach.
How to Raise the Grade of Your Certificate by Summer School Work,
A. T. Allen.
Making a Moving-picture Show in the First Grade at Roanoke Rap-ids,
Miss Ross.
Regulations Governing Tuition Charges in the City Schools.
^Relationship of School Organization to School Costs, E. C, Brooks.
Ruling of Attorney-General on the Bond Issue.
Material for School Commencements, Mrs. T. E. Johnston and Susan
Fulghum.
1'he American Revolution : Lesson-plap Cpncluded, Wm. T. Laprade.
APRIL, 1922
Assigning a Lesson on the Civil War and Reconstruction, Wm. T.
Laprade.
Four Forward-Looking Resolutions.
Health Work Among the Negroes of North Carolina, Florence Chap-man
Williams.
Opportunity and Obligation—A Message to the Teachers' Assembly,
E. J. Coltrane.
Principles for Accrediting Colleges.
Score Card for Elementary Schools, Susan Fulghum.
Trying Out a Project in Geography, Mrs. Gertrude Ward.
MAY, 1922
Classification of the Public Schools, E. C. Brooks.
Is there a Need for Science in the High School? Bert Cunningham.
Language Work in the Second Grade, Elise Fulghum.
One Standard High School for Every County. E. C. Brooks.
Planning a Lesson on the Civil War and Reconstruction, Wm. T.
Laprade.
The Five-Million Dollar Bond Issue Validated, E. C. Brooks.
THE THING THAT COUNTS
I have no quarrel with the general attitude of
scoffing at new ideas. It is better to be sceptical of all
new ideas and to insist upon being shown rather than
to rush around in a continuous brainstorm after every
new idea. Scepticism, if by that we mean cautiousness,
is the balance wheel of civilization. Most of the pres-ent
acute troubles of the world arise out of taking on
new ideas without first carefully investigating to dis-cover
if they are good ideas. An idea is not neces-sarily
good because it is old, or necessarily bad because
it is new, but if an old idea works, then the weight of
the evidence is all in its favor. Ideas are of them-selves
extraordinarily valuable but an idea is just an
idea. Almost anyone can think up an idea. The thing
that counts is developing it into a practical product.
—
Henry Ford, in McClure's Magazine for May.
GET THESE TWO BOOKS
An acquaintance with the State's Educational his-tory
should form a part of the informational equip-ment
of every teacher and school oificer. If you have
not read it yet, send today for a copy of Dr. Knight's
Public School Education in North Carolina. The reg-ular
price is $2.00. We have arranged with the pub-lishers
to make the price of $1.70, postpaid, to our
subscribers. The book will be mailed and your sub-scription
extended one year for only $3.00.
Have you read Education for Democracy yet ? It is
a book of 263 pages, written by Dr. E. C. Brooks. Its
theme and teachings should be deeply impressed lapon
the understanding and spirit of every teacher in the
State. The regular price is $1.50, postpaid. This
book will be sent and your subscription extended one
year for only $2.80.
Both books will be sent poscpaid and your sub-scription
renewed one year for only $4.25. Send your
order for one or both to N'oeth Cakolina Education,
Kaleigh, jST. C, adding ten cents exchange to your
check, if it is not drawn on a national bank.
Provide yourself with these two books and then by
intelligent reading apply their contents to the broad-ening
of your professional knowledge and the enrich-ment
of the professional quality of your mind.
If to petrify is success, all one has to do is to humor
the lazy side of the mind; but if to grow is success,
then one must wake up anew every morning and keep
awake all day.
—
Henry Ford, in McClure's Magazine
for May.
Business men go down with their businesses because
they like the old way so well they cannot bring them-selves
to change. One sees them all about—men who
do not know that yesterday is past, and who woke up
this forniug with their last year's ideas.
—
Henry Ford,
in McClure's Magazine for May.
12 NORTH CAROLINA EDUCATION [June, 1922
NORTH CAROLINA EDUCATION
Published the First of Each Month, Except July and August at Raleigh,
North Carolina.
W. F. MARSHALL Editor and Manager
121 West Hargett Street.
E. C. BROOKS Contributing Editor
State Superintendent of Public Instruction.
SUBSCRIPTION RATES PER YEAR
PAYABLE IN ADVANCE
Single subscriptions, each _ $1.60
Two to four in one club, each _ 1.40
Five or more in one club, each 1.25
Make all remittances and address all business correspondence to
W. F. MARSHALL, Publisher, 121 West Hargett Street, Raleigh, N. C.
Entered as second-class matter January 21, 1909, at the postoffice at
Raleigh, N. C, under the Act of March 3, 1879.
PITH AND PARAGRAPH
The State salary scliednle will be maintained. Your
professional progress, therefore, should keep up its
steady pace.
iff. Iff. iff
The summer school attendance in iN'orth Carolina
this year is expected to reach a new record in numbers
not only, but in accomplishment as well.
:« iff iff
Mr. High School Principal, have you made a com-plete
record of your year's work and filed it so the
school Avill have a permanent record of it?
iff iff iff
Eenew your subscription this summer so as to be
sure to receive the September number. The price is
,$1.50 a year of ten months from September to June.
'ff. iff iff
Eemember that no issues of ISTobth Carolina Edu-cation
are published for the vacation months of July
and August. This June number is the last until
September.
:: iff ::
"What Summer School Director will give us the best
example of the use of the library in the summer school ?
We should like to publish it at the beginning of the
next school year.
:: p. iff
The next issue of Xokth Carolina Education vnW
be the September number. Be sure to let us know
what your address will be at that time. This Septem-ber
number will be sent to the present address of sub-scribers
entitled to receive it, unless the publisher is
otherwise instructed.
iff iff iff
This is tax-levying time and the schools should be
properly provided for. We will take no backward
step. Our building program is proceeding at a rapid
rate. The State has recently loaned $1,000,000 and
before snow flies it will lend $4,000,000 more for the
erection of school buildings.
iff iff iff
On April 25th Guilford County voted a county-wide
tax and made it possible to consolidate schools accord-ing
to needs and give equal educational opportunities to
all. About the first of Api-il Macon County voted a
30-cent tax over the entire county, and also provided
equal educational advantages for the children of that
county. This is an evidence of the spirit that is
abroad in the State.
:: iff iff
Don't let disappointed school-book publishers per-suade
you into doing foolish things. Remember this
:
representatives of school-book jjublishers are working
in the interest of their respective companies. Certain
superintendents are in danger of serving as a cat's paw
for these very active agents. The law says the State
Board of Education may revoke the certificate of any
teacher, principal, or superintendent who fails to use
the adopted books.
iff iff iff
How organized eft'ort, with the county as the unit,
may apply itself to securing better teaching in the
classroom is impressively illustrated by the work done
in Buncombe by Miss Ha Johnson in 1920-21 and in
Durham County in 1921-22. The account of their
work in Durham County, as given in this number of
N"oRTH Carolina Education by Miss Michaels and
Superintendent Carr, is one of absorbing interest and
forms a fine chapter in efl^ective rural supervision. If
you have not yet undertaken a similar work in your
countv, use this article as a self-starter.
NOT YET
It is a good omen. To-morrow in Worth Carolina
will be greater than to-day. The boys and girls are
going to school and more and more of them go on to
college.
At Wakelon commencement, the biggest the school
ever had. Professor Owen Odum, principal of the
school, was making the announcements, "If any of you
school committeemen need teachers, here they are," said
he, as he announced the winners of tgachers' crtificates.
"But," he added, "you can't get them. They are go-ing
to college."
REVISED CLASSIFICATION OF COLLEGES
Before the Certification rules were revised the col-leges
of the State were divided into two classes as
follows: The A Class, which presents four years of
standard college credits, and the B Class, which in-cluded
all types of colleges rated by the State Depart-ment
below the A Class. After the rules were revised,
the colleges were divided into three classes—the
A Class, as above, the B Class, which presents three
years of standard college credits, and the C Class,
which presents two years of standard college credits.
Don't become confused, therefore, if a college was rated
B in 1920 and C in 1922.
READING CIRCLE WORK FOR 1922-23
For the improvement of teachers in service, the
Reading Circle work will be continued and empha-sized
again next year. The books will be selected dur-ing
the summer. It is proposed to announce these and
the preliminary directions for conducting the work be-fore
the summer schools close in order that superin-
June, 1922] NORTH CAROLINA EDUCATION 13
tendents and teachers may begin their Beading Circle
work ^vith the opening of their schools in the early
fall.
It is the purpose of North Carolina Education to
carry in September full announment of books and
plans, with outlines, so far as practicable, for imme-diate
work. Be sure to renew your subscription in
time to receive the September number, which is. sched-uled
to appear the first of the month.
PROFESSIONAL STATUS OF THE STATE
BOARD OF EDUCATION
From a high school principal comes a request that
lioETH Carolina Education publish a list of the sev-eral
members of the State Board of Education with
their respective college degrees and professional train-ing.
This request is "respectfully and earnestly',' made,
says our correspondent, "in view of the fact that many
teachers of North Carolina know nothing about the
college and professional training of the members of
the State Board of Education."
In the following data taken from the North Caro-lina
Manual of 1921, which may be regarded as official,
our correspondent will find, we trust, the information
she seeks
:
Cameron Morrison, Governor, President. Educated in
private schools of M. C. McCaskill, at Rllerbe Springs, N. C,
and Dr. William Carroll of Rockingham. Lawyer.
E. C. Brooks, Superintendent of Public Instruction, Sec-retary.
Prepared for college at Bethel Academy in Lenoir
County ,1881-1890) and was graduated at Trinity College in
1894. Has been a teacher all his life. Professor of Educa-tion
in Trinity College, 1907-1919.
W. B. Cooper, Lieutenant Governor. Attended public
schools at Mullins, S. C. Banker.
J. Bryan Grimes, Secretary of State. Educated at Ra-leigh
Male Academy, Trinity School (Chocowinity)
,
Lynch's High School (High Point), University of North
Carolina, Bryant and Stratton Business College (Balti-more).
Planter.
B. R. Lacy, State Treasurer. Educated at Preparatory
School of R. H. Graves (Graham) 1868, Bingham School
(Mebane) 1869-1870. Fifteen years a locomotive engineer.
Baxter Durham, State Auditor. Atttended public schools
of Durham and Raleigh 1SS4-1S92, Raleigh Male Academy
1892-1894, Wake Forest College 1894-1895. Traveling Audi-tor,
Department of State Auditor.
James Smith Manning, Attorney-General. Educated at
Pittsboro Female Academy (Dr. Sutton) and A. H. Mer-ritt's
School. University of North Carolina, A.B., 1879;
University of North Carolina, Law School. Lawyer.
uary to sell the bonds the purchaser was advised not to
take them until the courts had passed on their consti-tutionality.
In the meantime the counties had bor-rowed
about $1,000,000, in addition to their avail-able
funds, for the erection of new buildings.
It was not until the middle of April of this year
that the courts validated the bonds, and on April 27th
the State Treasurer was successful in selling $1,000,000
worth of these bonds at 4Vi; per cent interest. The
first loans, therefore, have been made to those counties
that bad gone ahead with their building program.
Each county of the State will be given a chance to
borrow its pro rata part of the $5,000,000, that is, it
may borrow the same per cent of this fund that the
school population of the county bears to the State popu-lation,
and the remainder of the $5,000,000 building
fund will be loaned during the summer and early fall,
and counties are advised to continue their building
programs with the assurance now that this money will
be available.
It is interesting to note that the first $1,000,000 is
loaned almost exclusively for the erection of high
school buildings in the rural districts. Only $40,000
of the entire amount will be useIedieval and Mod-em
History, and American Histoiy.
The price is 5 6 cents each.
H u n
This summer many readers of
North Carolina Education will proba-bly
find time to read attentively a
new book or perhaps re-read an old
one. In either event, if the book is
worth writing about, if it has capti
vated, or entertained, or instructed,
or otherwise helped you, or has
aroused in you a sense of antagon-ism
to its teachings, will you not
write out in your own fashion a sort
of criticism or review of the book
and send it to North Carolina Edu-cation
before fall? Make your Jour-nal
a forum or clearing-house of cur-rent
professional thought.
NOTICES OF NEW BOOKS
Publishing Company, Syracuse, N. Y.
This is a new text-book in civics
"for the students of today and the
citizens of tomorrow." It is con-structed
upon the theory that the
classroom is the best place to begin
the study of civics, and that the best
way to apply practically what is there
learned is in (1) helpful service to
the community and (2) the use of
good judgment at the ballot box. The
treatment is in five parts: (I) Citi-zenship,
two chapters; (II) The Na-tion,
ten chapters: (III) The State,
three chapters; (IV) The Local Com-munity,
three chapters; (V) The Par-ties,
four chapters. The book is at-tractive
in paper and print, well
equipped for class use, and carries a
generous, quite a generous, number
of attractive and instructive illustra-tions.
Historical Readings. Edited with
Notes and Biographical Sketches by
Helen B. Bennett and Joseph A. Han-iphy,
and with Introduction by Geo.
Burnam Foster, late professor in the
University of Chicago. Cloth, 440
pages. Price $1.50. Rand McNally
& Company, Chicago.
A delightful sort of source book for
the seventh and eighth grades. Here
are pages from the log-book of Col-umbus
himself, from the chronicles
of the Pilgrim Fathers at Plymouth,
from Alexander Hamilton, Dolly Mad-ison,
and many others who make past
events live before one's eyes. At the
end of the book are biographical
sketches and explanatory notes for
use when needed. The teacher and
pupils who fall upon Bennett and
Haniphy's "Historical Readings,"
with its quaint and vivid pages of
intimate source material, will find it
of captivating interest just as this
writer did as soon as he had gotten
inside of it.
New Era Civics. By John B. Howe.
Cloth, 420 pages. Price not given,
presumably about $1.75. Iroquois
Elementary French (Revised Edi-tion).
By Fred Davis Aldrich (Wor-cester
Academy), Irving Lysander
Foster (Pennsylvania State College),
and Claude Roule (Dartmouth).
Cloth, 539 pages. Price $1.56. Ginn
& Company, Boston.
A revision of an already widely-used
first-year book in French. The
improvement, however, is quite ma-terial.
The authors have been at
their new task three or four years.
The exercises have been freshened
and improved in quality—as well as
increased in quantity. The lessons
have been shortened, pronunciation
handled more effectively, and the
presentation of grammar has been
simplified. The exercises and illus-trations
impart a French flavor and
atmosphere that are rather engaging.
A frontispiece in colors shows Ameri-can
soldiers at Cantigny going to the
front. There is a picture of Marshal
Foch and a number of French scenes,
places and historical persons. The
prominent features of excellence may
be summarized thus: (1) Adaptabil-ity
to early high school years; (2)
emphasis on fluency; (3) abundance
of exercises for drill in idiom and
conversation; (4) complete review
Mr. Newsom's "Song and Di-eam"
The Stratford Company, of Boston,
has brought out a volume of the
poems of D. W. Newsom, treasurer of
Trinity College, entitled "Song and
Dream." Some of these poems have
appeared in the "poet's corner" of
the editorial page of the News and
Observer. Most readers will sub-scribe
to the sentiment of the Book
News Monthly that "there is in many
of these poems a note of deep ideal-ism
which makes the book decidedly
worth while."
The volume is divided into Songs
and Dreams of Love, Songs and
Dreams of Life, and Songs of War,
but the great bulk of the poems are
under the second classification. There
is warm and tender sentiment in the
first variety of poems, the "lofty
idealism" to which the Book News
Monthly refers in the second, and
and patriotism and dramatic power
in the war compositions.
The book of poems is one of the
most notable of North Carolina col-lections
of poetry. Mr. Newsom will
take rank among the best and most
finished of North Carolina poets.
—
Raleigh News and Observer.
AVcst Hickory Bonds Tunx Up in
Good Shape
Hickory, May 5.—West Hickory's
$60,000 school bonds, voted last year,
held up because of an alleged tech-nicality,
and by a large part of the
public believed to be mere scraps of
paper, have turned up in good shape
ready to be delivered at an early
date and all that refnns tor the
populace is to decide en one of three
school sites. Some of the folks say
that is a big question. R. H. Shu-ford,
attorney for the town board,
announced the sale of the bonds at
par and accrued interest. The plans
call for a handsome building with
room for a vocational training de-partment.
A ChamiJion Speller in Tarboro's
Thiid Grade
Tarboro, May 20.—A young speller
who may some day challenge his
cousin, Mr. John Allen, of Louisburg,
for the state' championship, was dis-covered
at the Tarboro graded school
Friday when Billie Aiken, of the
third grade, was awarded the prize
for being the best speller in the ele-mentary
school. By a process of
elimination, the best speller in each
grade from the second to the seventh
was selected to enter the final con-test
for the medal offered for the
winner. This contest was held in
the school auditorium, and after
standing up until all the other con-testants
had been retired and spell-ing
the word missed by his last op-ponent,
Billie Aiken, of the third
grade, was declared the winner. A
coincidence of interest in connection
with this remarkable feat is the fact
that Billie is related through his
mother, who was Miss Nellie Jenkins,
of Littleton, to the champion speller
of the state, Mr. John Allen, of Louis-burg.
June, 1922] NORTH CAROLINA EDUCATION 15
STATE SCHOOL NEWS
SCHOOL NEWS BKIEl S
Plans are about complete for a
$50,000 school building of modern
construction and equipment at Hook-erton,
Greene County.
Mebane voted May 13 a $75,000
bond issue for the erection of an ad-dition
to the graded school building
and an auditorium large enough to
seat twelve hundred people.
June 15 a special election will be
held at Duke for decision of two
issues: (1) voting $75,000 in serial
bonds for school buildings, and (2)
voting a local tax for maintenance.
To date Dr. W. A. Withers, direc-tor
of the State College Summer
School, has received nearly 150 more
applications for reservations than at
the corresponding date last year,
when the number was 852.
In Robeson County Fairmont dis-trict
has voted a bond issue of $7 5,-
000 and Thompson township $25,000
tor new and modern high school
buildings. Several other districts
have done likewise as a result of con-solidation.
Work will soon be started on Grace
Memorial Hospital at Banner Elk.
The hospital will be a part of one
unit of the Lees-McRae Institute.
Money for building the hospital has
already been given by Mrs. Helen
Hartley Jenkins, of New York City.
The hospital will be a memorial to
Mrs. Jenkins' sister.
Mr. H. F. Srygley, now superin-tendent
of schools at Morganton, will
succeed Prof. J. A. Plolmes as prin-cipal
of the Raleigh High School.
Professor Holmes, who for the past
two years has been principal of the
high school, will retire from his posi-tion
at the end of the year and will
probably go into business.
The contract has been awarded for
a new nineteen-room school building
at Apex. It will be a two-story brick
structure. The nineteen rooms in-clude
class-rooms, a library, a labora-tory,
and an auditorium. It will be
completed, under the terms of the
contract, in a hundred days and will
receive the students of Apex at the
opening of the 1922-'23 session in
September.
A referee's decision reported to
the Supreme Court of New York, May
18, entitles Wake Forest College to
receive a patriotic trust fund of $1,-
375,000, which was created in 1S92
by the late J. A. Bostwick. It is not
yet certain whether the heirs will
take an appeal. If they do not make
further resistance, the fund will be
turned over to the college in due
course of procedure.
At Henderson the board of trus-tees
of the city schools has let the
contract for three new school build-ings.
The contracts were all award-ed
to the same bidder for a total of
$70,000, with the guarantee that
the first of the buildings wouUd be
completed and ready for occupancy
on September 14, 1922, and the other
two fifteen days thereafter.
At Buie's Creek Academy com-mencement
it was announced that
of the 563 students enrolled for the
closing session, there had been no
deaths, no serious illness; that reli-gious
services had been attended by
the largest number in the history of
the institution, and that from the
standpoint of general discipline and
institutional results accomplished,
this had been one of the most suc-cessful
sessions. The graduating
class had 70 members.
^ ( hange of I'residents at liOuLsburg
At Louisburg College, Dr. L. S.
Massey, resigned, is succeeded by
Prof. A. W. Mahon, now president of
Sue Bennelt Memorial School, Lon-don,
Ky. He is a graduate of Ohio
Wesleyan University and has won
the degree of M.A. in education in
the dormitory of Chicago. He is a
young man, 39 years old, whose
whole life since graduation has been
spent in school work.
President Massey has done a nota-bly
successful administrativa work
at Louisburg. where he was formerly
a pastor. As preacher, pastor, edi-tor,
and educator, he has a record
of achievement and wise leadership
that only enhances his usefulness
for whatever work he may enter upon
in the future.
A Great Sight
A feature of some of the county
commencements this year was the
picnic dinner. The reporter of the
Edgecombe County commencement at
Tarboro (May 5) described the occa-sion
there as follows:
"At 1 o'clock a great picnic dinner
was served on the common to the
more than 5.000 visitors present.
Booths and tables had been provided
for each school and the refreshment
committee distributed to the 21 long
tables 200 gallons of ice cream and
plenty of cold drinks to supplement
the basket lunches which the schools
brought with them. It was a great
sight to see more than 5,0 people
of the county, mostly children, en-joying
their dinner on the town com-mon
with the band playing and
everybody happy."
UNOIPROVED MOUNTAIN FARM
FOR SALE
In McDowell County, northeast
corner, about ten miles from Marion
and Bridgewater, among beautiful
new lakes of Southern Power Com-pany,
51 miles east of Asheville. Be-tween
two ridges along a rollicking
mountain stream, ample for private
lake, and for farm power and elec-tric
lights; 216 acres, 50 to 60 acres
in valley and gentler slopes; a few
apple trees on the place, but no
buildings to speak of; fine site for
quiet country home (or several sum-mer
homes), for poultry, fruit, grain,
or stock farm. Adjoins farm of Mr.
I. A. Davenport, in Nebo Township.
Price less than what some small
city lots cost. Do not write unless
in position to improve property; for
one who will improve it, here is a
potential little fairyland for a song.
Too far away for owner to give it
personal attention. Rigid investiga-tion
invited. Address Farm Owner,
Box 412, Raleigh, N. C.
fT-The
Progressive Music Series
Adopted for use in North Carolina
Public Schools
other State Adoptions:
California, Kansas, Kentucky, Louisiana, Nevada, Oklahoma,
Oregon, Utah. More than 4,000 other adoptions.
Two Reasons:
The only series that insures for music teaching as efficient
standards as can be found in any other subject of the curri-culum.
The only series whose musical content competitors cannot
consistently criticise.
A Four-Book Series for the graded, and town and city schools; a
One-Book Course for the one andtwo-room schools.
Manuals for Teachers' use—I-II-III.
Be progressive, and use The Progressive
Music Series
SILVER, BURDETT & COMPANY
126 Fifth Avenue, New York
16 NORTH CAROLINA EDUCATION [June, 1922
North Carolina Winners in Essay and
Lesson Contest
Washington, D. C, May 11.—Miss
Anna Higgs Griffitli, a student in the
Woodland, N. C, public scliools, and
Miss Christine Pridgen, a teacher in
the Warsaw, N. C, public schools,
respectively won State honors in the
essay contest and lesson contest on
highway safety, conducted under the
auspices of the Highway and High-way
Transport Education Committee,
according to announcement here to-day.
Manuscripts were graded by a
committee appointed by Dr. E. C.
Brooks, State Superintendent, who
co-operated in the campaign.
The essay of Miss Griffith repre-sents
North Carolina before the na-tional
essay committee, and in addi-tion
she receives a gold medal and
fifteen dollars. Likewise the lesson
by Miss Pridgen is now before the
national lesson committee represent-ing
the State.
An essay by Miss Emmeline Elliot,
Lowes Grove school, Durham, won
second honors, a silver medal and
ten dollars. The following pupils
won third prizes, bronze medals and
five dollars in cash: Mary Grey
Quinn, Warsaw; Ellen Peel, 120 Hal-ifax
Street, Raleigh; Margaret Hau-ser,
420 North Main Street, High
Point; Dick Battle, Chapel Hill;
Prances Barfield, Sunset Park school,
Wilmington; Mary Patterson, Max-ton;
Henderson Kincheloe, 213 West-ern
Avenue, Rocky Mount; Evelyn
Jennings, 100 West Matthews Street,
Elizabeth City, and Hortense Am-brose,
Creswell.
EUROPE
and
THE PASSION PLAY
Party sailing June 17th for
France, Switzerland, Germany,
Belgium and England.
$770 covers all expenses.
Write for descriptive folder.
Prof. JAS. ELLIOTT AVALMSLEY
Winthrop College, Rock Hill, S. C.
"7f is a nionuvient of thorough and con-scientious
work, and more complete and
up-to-date, than anything else I have seen
on that subject. It will help teachers
greatly."
The World Remapped
By K. Baxter Blair
An 80-pa^e book summarizing the
changes in World Geography by continents.
Every teacher of geography and history
should have it on her desk for ready ref-erence.
Any teacher would gladly pay
several dollars for this reference book
on world changes.
Send 20 cents in stamps or coin.
USE COUPON
DENOYER-GEPPERT CO.
Scientific School Map Makers
5235-5257 Ravenswood Avenue Chicago
Name - ~
Grade
'NCE6-22
G. LLOYD PREACHER & COMPANY
AUCHITECTS AND ENGINEEES
Specialists in the Design of School Buildings
AND Educational Institutions
COMMERCIAL BANK BUILDING RALEIGH, N. C.
KALEIGH, N. C. ATLANTA, GA. AUGUSTA, GA.
George Peabody College for Teachers
NASHVILLE, TENNESSEE
For the Higher Training of Leaders in Southern Education
Summer Quarter, 1922
First term, June 8 to July 18; Second term, .July 19 to August 29.
More than .3 courses in twenty-six departments, counting toward
B.S., A.M., and Ph.D. degrees.
Strong courses for botli graduate and undergraduate students,
offering adequate preparation to equip superintendents and super-visors
of public education, administrators and instructors in normal
schools and colleges and universities, heads of departments and
supervisors of the various subjects taught in schools and celleges,
directors of vocational schools, of home economics, of public health
and physical education.
The Peabody Campus of fifty acres, with its trees, lawns, shrubs
and flowers, and its five handsome colonial buildings, its spacious
library and reading-room, offers unsurpassed opportunities for study
and recreation.
Thousands of students come to Peabody from prominent educa-tional
positions all over the South, because the higher training re-ceived
here increases their ability to serve their communities as well
as advancing their salaries.
Write for a catalogue of tlie summer quarter now.
The Industrial Art Textbooks
by
BONNIE E. SNOW — and — HUGO B. FROEHLICH
Adopted Textbooks in Drawing
for
NORTH CAROLINA SCHOOLS
1. Text books that teach the basic principles of design as re-lated
to Industry under the titles Decorative Design, Commercial
Design and Constructive Design.
2. Text books that provide instruction in Costume Design,
Interior Decoration and Domestic Art.—subjects closely related
to the life of the family and which tend to develop more beautiful
and in consequence happier homes.
3. The only text books in Drawing in which the problems are
carefully graded and lessons definitely organized.
The North Carolina State Text book Commission in its report
on Drawing Books said:
"IN OUR OPINION, THE INDUSTRIAL ART BOOKS, PUB-LISHED
BY LAIDLAW BROTHERS, IS THE BEST SERIES."
LAIDLAW BROTHERS
INCORPORATED
Educational Publishers
Chicago
1922 Calumet Ave.
New York
130 E. 25th Street
June, 1922] NORTH CAROLINA EDUCATION 17
!
I THE UNIVERSITY OF TENNESSEE SUMMER SESSION—1922
(Formerly Summer School of the South) KNOXVILLE, TENN
FULL SESSION, TWELVE W^EKS First Term, June 13-July 30; Second Tenu, July 21-August 30
All Teachers. College Students, and Others Prepared to take courses, may enter. Popular lectures and entertainments. Fine sum-mer
climate. Improved boarding facilities. Reserve room early.
Trinity to Have Student Government
Durham, May 15. — Self-govern-ment
for the male students of Trinity
College seems assured as a result of
a vote taken by the men in their class
meetings Saturday. The vote to adopt
a constitution and by-laws previously
considered was almost unanimous.
The women students of Trinity have
had student government for several
years.
Under the constitution as adopted
by the vote of the men students af-fairs
will be largely in the hands of
a student council, presided over by
a president elected from the senior
class, with a vice-president and sec-retary-
treasurer to act as chairman
pro tem in the absence of the presi-dent.
The councill will be elected
from the four classes with the upper
classes having a majority representa-tion.
This council will have power to in-vestigate
student affairs and to make
recommendations to the college au-thorities.
The plan as proposed has
the sanction of Dean W. H. Wanna-maker,
student promoters of the sys-declared.
The faculty is expected to
offer no objection to the adoption of
the system.
The student government movement
for Trinity men students started last
year with the class of 192 2. At that
time a committee was appointed to
draw up a constitution to be submit-ted
to the student body. This com-mittee
acquired information concern-ing
the plans used in other institu-tions
of the country and drew up a
constitution with a committee from
the faculty acting in an advisory ca-pacity.
The constitution was adopted
by the vote at the class meetings is
much the same as prepared by the
committee last year.
An election to select officers under
the new system will be held as soon
as the movement has the sanction of
the faculty.
USE VOUR VACATION
$100 XO $150 3IOXTH
Teachers, try the Spring-Summer
U. S. Government examinations.
Thousands of permanent, life, posi-tions
are to be filled at from $110 to
$1800. During vacation get a big
paid permanent position. Those in-terested
should write immediately to
Franklin Institute, Dept. E233, Roch-ester,
N. Y., for schedule showing all
examination dates and places and
large descriptive book, showing the
positions open and giving many sam-ple
examination questions, which will
be given free of charge.
LECTURES, ORATIONS,
DEBATES, ESSAYS, Etc.
Prepared to Order
Outlines furnished. Manuscripts revised,
reconstructed and typed. Nineteen years'
experience.
BIELLER'S LITERARY AGENCY
211 Keisinger Ave. Dayton, Ohio
New $33,000 Building for Walston-bui'g
G. Lloyd Preacher and Company,
architects, with offices recently es-tablished
in Raleigh, are preparing
plans for a ten-room school building
in the town of Walstonburg, Greene
County, to cost $35,000 It is to have
a large auditorium, music room, li-brary,
home economics and science
room, and other modern accommoda-tions.
The design is to be modern
American and the walls are to be of
masonry.
Higher EIducation
Courees in English, Spanish,
Mathematics, Chemistry, Draw-ing.
Education, Business and in
35 other aubjecta are given by cor-tespondence.
Begin any time.
(Ulf? l^mojraitg of Cllfiragn
1 30tb Year Diviaion _ Chicago. 111. |
HOME
New York University Summer School
In New York City
July Tenth to August Nineteenth, 1922
(Just following the N. E. A. Convention in Boston)
OVER 250 courses in educational, collegiate, and commercial subjects. FACULTY of 125 members, selected largely from the repruiar staff of New York Uni-versity,
supported by specialists of national reputation in the field of education.
STATE CERTIFICATION—Courses are offered which will meet state requirements
for certification of elementary and high school teachers, and of supervisors and
admin i'^trators.
TEACHERS who have completed two years of college or normal school may have
Summer School courses credited toward the degree of Bachelor of Science or
Bachelor of Arts in Education in the Undegraduate Division of the School of
Education.
TEACHERS ' '•
_> liave completed a four year college course may have Summer School
courses r ;Jitnd toward the degrees of Master of Arts and Doctor of Philosophy
in the ',. ! ute Division of the School of Education.
CREDIT i